The benefits of an extensive reading programme implemented in two Foundation Phase classrooms in the Eastern Cape, South Africa

Reading & Writing


 
 
Field Value
 
Title The benefits of an extensive reading programme implemented in two Foundation Phase classrooms in the Eastern Cape, South Africa
 
Creator Nkomo, Sibhekinkosi A.
 
Subject Education literacy; extensive reading; early reading; Foundation Phase; Eastern Cape.
Description Background: This article reports on a responsive extensive reading programme (ERP), involving Grade 3 learners at two primary schools in the Eastern Cape over a duration of 20 weeks.Objectives: The sociocultural perspective of learning guided the implementation of the ERP which aimed at providing learners with opportunities to read books for pleasure in their preferred language.Method: Learners had a choice to talk about their reading in isiXhosa, their home language, or English, which is their first additional language. In supporting the long-term goal of being bilingual, learners were encouraged to see themselves as emergent bilinguals who have reasons to use both languages as young scholars and in future.Results: Data collected through a post-intervention questionnaire, learners’ reading logs and observations illuminated interesting findings which show that learners benefited from the ERP.Conclusion: The benefits of participating in the ERP were observed in the learners’ acquisition of new knowledge (cognitive benefits), transformation in their attitude towards reading (affective benefits), and they began to take agency of their reading (social benefits).Contribution: This study demonstrates the cognitive, affective, and social benefits of introducing learners to reading for pleasure as early as in the Foundation Phase.
 
Publisher AOSIS Publishing
 
Contributor
Date 2021-04-06
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Formative intervention
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/rw.v12i1.290
 
Source Reading & Writing; Vol 12, No 1 (2021); 10 pages 2308-1422 2079-8245
 
Language eng
 
Relation https://rw.org.za/index.php/rw/article/view/290/713 https://rw.org.za/index.php/rw/article/view/290/712 https://rw.org.za/index.php/rw/article/view/290/714 https://rw.org.za/index.php/rw/article/view/290/711
 
Coverage — — Grade 3 isiXhosa HL speakers, 9 years, Boys and girls,
Rights Copyright (c) 2021 Sibhekinkosi A. Nkomo https://creativecommons.org/licenses/by/4.0