The role of explicit teaching of reading comprehension strategies to an English as a second language learner
South African Journal of Childhood Education
| Field | Value | |
| Title | The role of explicit teaching of reading comprehension strategies to an English as a second language learner | |
| Creator | Elston, Andrea Tiba, Chantyclaire Condy, Janet | |
| Description | Background: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy.Aim: The aim of this article is to determine the role of explicit teaching of reading comprehension strategies to an English as a second language (ESL) learner.Setting: This study was conducted at a dual-medium quintile 5 primary school in the Western Cape. Quintile 5 are affluent schools (fee-paying schools) which receive less funding from the government. This is a single case study with a Grade 4 ESL learner. The medium of instruction was English.Methods: This is a qualitative interpretive study in which the researcher used an observation and interview schedules to collect data. Pre- and post-tests were conducted before and after the intervention programme (IP).Results: It was evident from the findings that the explicit teaching of three reading comprehension strategies and one-on-one interactions and guidance from the teacher enabled the learner, who is in Grade 4, to acquire critical thinking skills. The learner’s literacy improved, which boosted her self-confidence.Conclusion: As the three reading comprehension strategies were constantly and explicitly taught throughout the IP, these collaborative, multitiered approaches began to develop the learner’s habit of thinking in a higher-order manner. She began to develop a mindset of critical thinking, even in her second language. | |
| Publisher | AOSIS | |
| Date | 2022-11-29 | |
| Identifier | 10.4102/sajce.v12i1.1097 | |
| Source | South African Journal of Childhood Education; Vol 12, No 1 (2022); 10 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/1097/2255
https://sajce.co.za/index.php/sajce/article/view/1097/2256
https://sajce.co.za/index.php/sajce/article/view/1097/2257
https://sajce.co.za/index.php/sajce/article/view/1097/2258
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