Strategies teachers use to enhance grade 7 learners' reading comprehension skills in first additional language : four primary schools in Fort Beaufort
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2018
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9533 , vital:34363
- Description: This study focused on the strategies teachers use to enhance grade 7 learners’ reading comprehension skills in English First Additional Language at Fort Beaufort District. This study was impelled by low performance of learners in English language, where learners were unable to read and answer questions promptly due lack of understanding what they read. This study is qualitative in approach and underpinned interpretive paradigm position. Fort Beaufort Education District used as a case study whereby four schools were purposively selected and each with six grade seven learners, teachers and Subject Advisor. Qualitative data was gathered through semi-structured interviews, focus group interviews, observations and documents analysis. Interviews and focus groups discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this study disclosed the weak correlation between teachers’ knowledge and teaching practices and lack of support from the district. The participating teachers had limited understanding of reading comprehension strategies; as a result, they regarded teaching reading comprehension as a challenge since they do not know what comprehension strategies are, and how to apply them. Teachers lack theoretical knowledge and practice concerning the teaching of reading for comprehension resulted to a negative attitude and a total neglect towards teaching reading for comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to teach these strategies of reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading. As they lack appropriate techniques to teach English comprehension effectively, more workshops should be done to empower them in order to become competent teachers. Teachers need more training on active approaches in order to change their comprehension instruction and to select texts that are relevant to learners’ life situations or experiences, in order for them to relate with the text and thus would cause them to read with understanding.
- Full Text:
- Date Issued: 2018
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2018
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9533 , vital:34363
- Description: This study focused on the strategies teachers use to enhance grade 7 learners’ reading comprehension skills in English First Additional Language at Fort Beaufort District. This study was impelled by low performance of learners in English language, where learners were unable to read and answer questions promptly due lack of understanding what they read. This study is qualitative in approach and underpinned interpretive paradigm position. Fort Beaufort Education District used as a case study whereby four schools were purposively selected and each with six grade seven learners, teachers and Subject Advisor. Qualitative data was gathered through semi-structured interviews, focus group interviews, observations and documents analysis. Interviews and focus groups discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this study disclosed the weak correlation between teachers’ knowledge and teaching practices and lack of support from the district. The participating teachers had limited understanding of reading comprehension strategies; as a result, they regarded teaching reading comprehension as a challenge since they do not know what comprehension strategies are, and how to apply them. Teachers lack theoretical knowledge and practice concerning the teaching of reading for comprehension resulted to a negative attitude and a total neglect towards teaching reading for comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to teach these strategies of reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading. As they lack appropriate techniques to teach English comprehension effectively, more workshops should be done to empower them in order to become competent teachers. Teachers need more training on active approaches in order to change their comprehension instruction and to select texts that are relevant to learners’ life situations or experiences, in order for them to relate with the text and thus would cause them to read with understanding.
- Full Text:
- Date Issued: 2018
An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
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