Improving higher-order comprehension skills of Grade 3 learners in a second language at a quintile 2 school, in Cape Town, South Africa
Reading & Writing
| Field | Value | |
| Title | Improving higher-order comprehension skills of Grade 3 learners in a second language at a quintile 2 school, in Cape Town, South Africa | |
| Creator | Fatyela, Vuyokazi Condy, Janet Meda, Lawrence Phillips, Heather | |
| Description | Background: Developing higher-order comprehension skills of learners in primary schools is a challenge that faces many countries. South Africa is no exception. Primary school learners in South Africa have particularly low literacy and comprehension skills: many learners struggle to read for understanding. There is little published scholarship that focuses on developing the comprehension skills of Grade 3 learners in a second language. A lack of practical classroom knowledge in this area is what this article seeks to address.Objectives: To improve the higher-order comprehension skills of Grade 3 learners in a second language.Method: A qualitative approach, using a case study design, within an interpretivist paradigm was devised and deployed. Five struggling Grade 3 learners were purposively selected to participate in an intervention programme. Their parents or guardians and two current Grade 3 teachers were interviewed. Data were collected over a 10-week intervention programme. The first and last weeks were devoted to pre-testing and post-testing. The entire intervention lasted for 10 weeks.Results: All the five Grade 3 learners showed significant improvements in their comprehension skills when comparing their pre-test and post-test scores.Conclusion: The post-test scores revealed the importance of a structured intervention programme for improving the four comprehension skills highlighted. Mediation and scaffolding in the Zone of Proximal Development were employed while concurrently developing their cognitive, social and language skills. | |
| Publisher | AOSIS Publishing | |
| Date | 2021-09-14 | |
| Identifier | 10.4102/rw.v12i1.312 | |
| Source | Reading & Writing; Vol 12, No 1 (2021); 10 pages 2308-1422 2079-8245 | |
| 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://rw.org.za/index.php/rw/article/view/312/749
https://rw.org.za/index.php/rw/article/view/312/750
https://rw.org.za/index.php/rw/article/view/312/751
https://rw.org.za/index.php/rw/article/view/312/752
|
|
ADVERTISEMENT
