A longitudinal study of a reading project in the Northern Cape, South Africa

Snyman, Maritha

doi:10.4102/rw.v7i1.85

Cited by 8 publications

(7 citation statements)

References 8 publications

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“…Generally, sustaining funded reading programmes has not been successful in most cases, due to running out of funds, little or no evaluation of the programme, or lack of a plan for sustainability (Snyman, 2016). In the case of this study, as the ERP was part of my defined research period, I had to consider ways that would sustain the reading intervention.…”

Section: Sustainability Of the Extensive Reading Programmementioning

confidence: 99%

Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice

Nkomo

2021

PLING

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A bilingual extensive reading programme (ERP) was implemented in two primary schools in Grahamstown with all the learners who were in grade 3 in 2015. The ERP was a means of providing learners with access to appropriate reading resources and affording learners with opportunities to read books chosen by them in a social learning environment. This paper offers a detailed description of theories underpinning the design and implementation of the reading programme. It also offers a discussion of practically implementing, managing and sustaining the programme. I used cultural historical activity theory (CHAT) as my theoretical framework. I focused on the concepts of formative intervention and expansive learning in implementing the reading programme. Throughout the research process, data were collected through qualitative methods, which included videoing, observation, document analysis, questionnaire, learners' and my own reflective journals and informal talks with the participants. The results of this study show that a carefully planned reading programme, tailored for each participant's needs, can have positive benefits on the learners' academic and social skills. Finally, I discuss lessons learnt from implementing the ERP and provide suggestions on how teachers and researchers can also implement successful reading programmes of this nature.

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Section: Sustainability Of the Extensive Reading Programmementioning

confidence: 99%

Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice

Nkomo

2021

PLING

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“…Teacher participants urged ESL teachers to encourage learners to read silently, as this would help learners to develop the strategies needed for reading fast with better comprehension. Reading aloud, on the other hand, helps learners acquire language skills (Snyman, 2016). Most ESL teachers indicated that reading aloud developed word-sound awareness.…”

Section: Leaners' Reading Experiencementioning

confidence: 99%

exposure of English Ordinary Level learners to reading by ESL teachers

Ithindi,

Engelbrecht,

De Jager

2021

JULACE

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This study investigates the exposure to reading of English Second Language (ESL) learners at Ordinary Level (OL) in Khomas region Senior Secondary Schools. The study focuses on how ESL teachers expose OL learners to reading in the classroom. The qualitative approach with a descriptive case study design was used for this study. Data were collected using non-participant classroom observation and semi-structured interviews with ESL teachers. The collected data were analysed by establishing themes and emerging categories. The study is informed by the principles of the multiliteracies pedagogy of the New London Group (NLG) (1999). The study established that ESL teachers were not exposing OL learners to reading sufficiently, because they were still entrapped in mono-modal teaching habits. The ESL teachers who participated in this study revealed that it was challenge to find appropriate reading materials to use in the classrooms. In addition, participants in this study also demonstrated the lack of broad conceptualisation of literacy that is aligned with the principles and components of the multiliteracies pedagogy. The premise of this paper is to suggest ways in which OL learners can be exposed effectively to reading in ESL classrooms. This study recommends that the principles of the multiliteracies pedagogy (overt instruction, situated practice, critical framing and transformed practices) ought to be introduced in ESL classrooms in Namibia. As a result, ESL teachers will be able to create learning experiences that enable learners to develop strategies to read in a new and unfamiliar manner.

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“…From parents' responses it is evident that the EL2 learners received less frequent exposure to book reading than in the case of EL1 learners. Reduced exposure to books reduces opportunities to engage phoneme-grapheme coupling skills and may extenuate reliance on print as opposed to decontextualised language and word play for literacy (Goldstein et al 2017:99;Snyman 2016:8 Willenberg 2007. Limited literacy experience therefore may contribute to the lower decoding skills and overall poorer phonemic awareness skills of the EL2 learners.…”

Section: Decodingmentioning

confidence: 99%

Phonological awareness and speech perception: Skills of Grade 1 English second language learners

et al. 2020

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Objectives:The study aimed to describe the PA and speech perception in noise skills of South African Grade 1, EL2 participants, learning in an English first language (EL1) context, to inform evidence-based support during literacy acquisition for EL2 learners.Method: A cross-sectional, descriptive design was employed. Twenty-five EL1 participants provided normative results for the Phonological Awareness Test -2 and South African English Digits-in-Noise Test, enabling between-group comparisons with 25 matched EL2 participants for quantitative data analysis. Demographic and background information was obtained using parental questionnaires. Results:The EL2 learners presented with PA skills below those of EL1 learners in all subtests. Though the speech perception in noise skills of EL2 learners were within the normative range for their age, their skills are also lower in comparison to EL1 learners. Conclusion:The findings support the inclusion of explicit PA instruction for rhyming, segmentation, isolation, deletion, substitution, and blending for EL2 literacy acquisition. Developing speech perception in noise skills is necessary to facilitate PA and phonemegrapheme knowledge. This can enable decoding for early EL2 literacy acquisition.

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A longitudinal study of a reading project in the Northern Cape, South Africa

Cited by 8 publications

References 8 publications

Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice

Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice

exposure of English Ordinary Level learners to reading by ESL teachers

Phonological awareness and speech perception: Skills of Grade 1 English second language learners

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