Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach
South African Journal of Childhood Education
| Field | Value | |
| Title | Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach | |
| Creator | Makumbila, Mohlanhledi P. Rowland, Charline B. | |
| Description | This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activitiesKeywords: Guided Reading programme; foundation phase; childhood literacy; teacher professional development; literacy leadership; South Africa | |
| Publisher | AOSIS | |
| Date | 2016-06-30 | |
| Identifier | 10.4102/sajce.v6i1.367 | |
| Source | South African Journal of Childhood Education; Vol 6, No 1 (2016); 8 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/367/243
https://sajce.co.za/index.php/sajce/article/view/367/244
https://sajce.co.za/index.php/sajce/article/view/367/245
https://sajce.co.za/index.php/sajce/article/view/367/214
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