Classroom assessment of reading comprehension: How are preservice Foundation Phase teachers being prepared?

Abstract

A number of assessment studies in recent years have shown that the educational achievement of learners in South African schools is unacceptably poor. The Department of Education's systemic evaluations, conducted in Grade 3 (first cycle in 2001, second cycle in 2007) show very low levels of literacy among learners. Reading comprehension and writing scores averaged 39% for the first and 36% for the second cycle. Research indicates that less attention has been given to children's reading comprehension skills compared to decoding skills. Teacher preparation programmes should provide candidates with a rigorous, research-based curriculum and opportunities to practise a range of predefined skills and knowledge. The demands of competent literacy instruction and assessment, and the training experiences necessary to learn it, have been seriously underestimated by universities. Teacher education programmes should ensure that teachers, amongst other crucial aspects, know how to assess the progress of every student and change instruction when it is not working and also know how to communicate results of assessments to various stakeholders, especially parents. The purpose of this article is to report on the training that pre-service teachers receive, related to reading comprehension assessment practices, within a BEd foundation phase teacher preparation programme. INTRODUCTIONPre-service teacher training programmes play a significant role in the preparation of a highly qualified teaching work force, which is necessary to support the development of a complex 21 st century society. Teachers must be prepared to effectively handle the challenges of a growing diverse population of students with a variety of multicultural, multilingual, and multiability needs (Young, Grant, Montbriand & Therriault, 2001). In the USA, the (Snow, Burns & Griffin, 1998) made the recommendation that teacher education curricula incorporate a knowledge base that includes procedures for ongoing in-class assessment of students" reading abilities, as well as information on how to interpret results from assessments and modify instruction according to assessment outcomes. According to the International Reading Association (2003) Committee on the Prevention of Reading Difficulties in Young Children position statement, Investment in Teacher Preparation in the UnitedStates, teacher education programmes should ensure that teachers, amongst other crucial aspects, " [K]now how to assess the progress of every student and change instruction when it is not working; know how to communicate results of assessments to various stakeholders, Education (2010: 5) states that two of the purposes of the Annual National Assessments (ANA) are to, …provide teachers with essential data about the baseline Literacy/Language and Numeracy/Mathematics capabilities of learners at the beginning of each grade and thereby help them make informed decisions when planning the year"s programme; provide parents with a better picture of the levels of learner performance in the school so that ...

Reading comprehension in South African schools: Are teachers getting it, and getting it right?

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The role of higher education institutions in addressing South Africa's reading crisis in view of sustainable development

“…the shutting down of teacher training colleges so that universities could take over their function. Nel (2011) says the burden of expert literacy teaching has been "seriously underestimated by universities". Spaull and Hoadley (2017: 79) write that little explicit attention is given to reading when teachers are trained.…”

Reading comprehension skills of Standard 4 pupils: a comparison of private and public schools in Botswana

“…For example, in the Programme for International Student Assessment, Canadian students from urban schools were reported to have performed better than those from rural schools (Cartwright & Allen, 2002). Also, in recognition of the unique needs of rural school districts, Arnold et al (2005: 18) urge scholars working on rural education to pay particular attention to improving teachers' 'pedagogical skills in ways that have the greatest impact on student achievement' (see also Nel, 2011).…”