Grade 3 learners’ imagined identities as readers revealed through their drawings

Reading & Writing

Field Value
Title Grade 3 learners’ imagined identities as readers revealed through their drawings
Creator Nkomo, Sibhekinkosi Anna
Subject Education reading; attitude; drawings
Description There has been limited attention towards the affective aspect in literacy development; yet, reading attitude, an affective component, is a significant element within literacy instruction. This makes a compelling case for investigating Grade 3 learners’ attitudes towards reading. In this study, a situational analysis was conducted as Phase 1 of the research process before implementing a responsive reading programme at a primary school in Grahamstown, South Africa. In an effort to explore Grade 3 learners’ attitudes, experiences and perspectives about reading, the study adopted the use of drawings, which is a child-centred approach. Learners were required to draw their perspectives or experiences about reading. In analysing the drawings, a range of semiotic theorists were integrated. Findings of the study indicate that by using drawings as a methodological tool, learners were able to provide detailed insights about their daily experiences with reading, attitudes towards reading and their varied individual views about reading. Such information gathered was vital for future consideration when implementing a responsive and extensive reading programme.
Publisher AOSIS Publishing
Date 2018-02-26
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Case Study
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/rw.v9i1.163
Source Reading & Writing; Vol 9, No 1 (2018); 9 pages 2308-1422 2079-8245
Language eng
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Coverage — — 9-10, males and females, African
Rights Copyright (c) 2018 Sibhekinkosi Anna Nkomo