Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in Idutywa Education District
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
- Full Text:
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
- Full Text:
A Study of grade 3 teachers' practices of developing learners' comprehension skills when teaching reading of isiXhosa in one selected junior primary school at Mdatsane in the Eastern cape: a case study
- Authors: Filita, Mandisa
- Date: 2014
- Subjects: Reading comprehension , Xhosa language , Teachers -- Training of -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26448 , vital:65318
- Description: The problem of reading in South African schools has attracted the growing attention of researchers in South Africa and the entire world. Learners’ inability to read isiXhosa with understanding has become of major concern to the teachers, parents and the DoE. The root of the problem has been identified as the ineffective teaching of reading of isiXhosa in the schools, which result in learners’ consequent inability to independently apply comprehension skills to learn from reading across the curriculum. Furthermore, systemic barriers that exist in the education system seem to be another reason for learners’ reading problems in isiXhosa. Also there is the problem of the inadequately trained teachers in the home language of learners (isiXhosa) as they seemingly lack capacity to develop learners’ literacy to effective levels. In addition, many learners come from deprived print environments where texts are seldom part of their daily experience. The main aim of this study was to interrogate the practices undertaken by teachers in trying to develop comprehension skills of learners when reading in isiXhosa and the value they attach to reading generally and to the reading of isiXhosa in particular. The support teachers get from relevant stakeholders was also considered. The overall approach used was a qualitative approach. The study was structured according to the case study mode of enquiry, using the interpretive paradigm. The sampling used was purposive as I purposefully selected grade 3 teachers, as grade 3 is an exit grade in foundation phase. Furthermore, convenience sampling was also used for easy access, as the research site was the school where I work. The instruments used for data collection were semi-structured interviews and observations that were conducted in one junior primary school in a township context with four grade 3 teachers. It was found that as much as teachers’ practices have a contributing effect on learners’ inability to read isiXhosa with understanding, there are also various other factors which multiply the problem. The study reveals the following main findings: Firstly, the teachers believe that reading is a very important skill that needs to be developed with learners as all other learning is based on it. , Thesis (MEd) -- Faculty of Education, 2014
- Full Text:
- Authors: Filita, Mandisa
- Date: 2014
- Subjects: Reading comprehension , Xhosa language , Teachers -- Training of -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26448 , vital:65318
- Description: The problem of reading in South African schools has attracted the growing attention of researchers in South Africa and the entire world. Learners’ inability to read isiXhosa with understanding has become of major concern to the teachers, parents and the DoE. The root of the problem has been identified as the ineffective teaching of reading of isiXhosa in the schools, which result in learners’ consequent inability to independently apply comprehension skills to learn from reading across the curriculum. Furthermore, systemic barriers that exist in the education system seem to be another reason for learners’ reading problems in isiXhosa. Also there is the problem of the inadequately trained teachers in the home language of learners (isiXhosa) as they seemingly lack capacity to develop learners’ literacy to effective levels. In addition, many learners come from deprived print environments where texts are seldom part of their daily experience. The main aim of this study was to interrogate the practices undertaken by teachers in trying to develop comprehension skills of learners when reading in isiXhosa and the value they attach to reading generally and to the reading of isiXhosa in particular. The support teachers get from relevant stakeholders was also considered. The overall approach used was a qualitative approach. The study was structured according to the case study mode of enquiry, using the interpretive paradigm. The sampling used was purposive as I purposefully selected grade 3 teachers, as grade 3 is an exit grade in foundation phase. Furthermore, convenience sampling was also used for easy access, as the research site was the school where I work. The instruments used for data collection were semi-structured interviews and observations that were conducted in one junior primary school in a township context with four grade 3 teachers. It was found that as much as teachers’ practices have a contributing effect on learners’ inability to read isiXhosa with understanding, there are also various other factors which multiply the problem. The study reveals the following main findings: Firstly, the teachers believe that reading is a very important skill that needs to be developed with learners as all other learning is based on it. , Thesis (MEd) -- Faculty of Education, 2014
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