Reading to learn for secondary schooling: an interventionist action research study within a South African under-privileged setting
- Authors: Mataka, Tawanda Wallace
- Date: 2019
- Subjects: Rose, David, 1955-. Reading to learn , Reading (Secondary) , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Case studies , Literacy -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92191 , vital:30706
- Description: The study examined the contribution that Rose’s (2005) Reading to Learn (RtL) methodology made in development of advanced literacy abilities recommended in the schooling system. RtL was influenced by Bernstein’s theory of pedagogic discourse, Bruner, Vygotsky’s social learning theory and Halliday’s systemic functional linguistics theory. The study used the same cohort of learners during Grades 11 and 12 in a black township secondary school in Grahamstown, Eastern Cape, South Africa. RtL was birthed in Australia with the intention of accelerating literacy development of learners in disadvantaged communities. Based on its success in Australia, I implemented the methodology against a backdrop of continuously declining literacy standards in South African primary and secondary schools. Researchers on literacy acknowledge that socioeconomic and geosocial circumstances cannot be divorced from poor literacy performances in South African schools. Although these two factors play a role in regressing literacy, pedagogical approaches play a role. RtL was employed as an intervention strategy with learners whose literacy abilities were found lacking in comparison to curriculum demands. Despite the focus being on learners whose performance was below expected academic levels, the able learners were motivated to further their advanced abilities. The learners whose performance was previously compromised performed to par with their able counterparts. RtL provided all learners an opportunity to apply, with less difficulty, the language approved by the schooling system. The two research questions sought to illuminate the role RtL played in developing learners’ ability to read, so that they could converse with text and put into writing practice what they had read. In this regard, creative and transactional assignments were written, and performance assessed to evaluate the RtL intervention. Secondly, the research allowed me to get an insight through interviews with learners as to how they were positively or negatively influenced through RtL in learning English as a First Additional Language. The study was a longitudinal action research study which had a life span of 22 months. It was dominantly qualitative with a thin quantitative strand. Data to evaluate effectiveness was generated from learners’ written work and interviews. The learners’ work was analysed using an RtL assessment tool adopted from Rose (2018), for the purposes of uniformity and reliability. Findings from interviews highlighted various views regarding the positive impact of RtL. What emerged from the findings is a reflection of the positive impact RtL had on literacy development. Significantly, learners’ work improved across the board, true to Rose’s assertion that learners exposed to teaching using RtL principles experience accelerated literacy development. Based on these findings, RtL implemented in a township setting in South Africa yields results similar to those in Australia and other countries.
- Full Text:
- Date Issued: 2019
- Authors: Mataka, Tawanda Wallace
- Date: 2019
- Subjects: Rose, David, 1955-. Reading to learn , Reading (Secondary) , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Case studies , Literacy -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92191 , vital:30706
- Description: The study examined the contribution that Rose’s (2005) Reading to Learn (RtL) methodology made in development of advanced literacy abilities recommended in the schooling system. RtL was influenced by Bernstein’s theory of pedagogic discourse, Bruner, Vygotsky’s social learning theory and Halliday’s systemic functional linguistics theory. The study used the same cohort of learners during Grades 11 and 12 in a black township secondary school in Grahamstown, Eastern Cape, South Africa. RtL was birthed in Australia with the intention of accelerating literacy development of learners in disadvantaged communities. Based on its success in Australia, I implemented the methodology against a backdrop of continuously declining literacy standards in South African primary and secondary schools. Researchers on literacy acknowledge that socioeconomic and geosocial circumstances cannot be divorced from poor literacy performances in South African schools. Although these two factors play a role in regressing literacy, pedagogical approaches play a role. RtL was employed as an intervention strategy with learners whose literacy abilities were found lacking in comparison to curriculum demands. Despite the focus being on learners whose performance was below expected academic levels, the able learners were motivated to further their advanced abilities. The learners whose performance was previously compromised performed to par with their able counterparts. RtL provided all learners an opportunity to apply, with less difficulty, the language approved by the schooling system. The two research questions sought to illuminate the role RtL played in developing learners’ ability to read, so that they could converse with text and put into writing practice what they had read. In this regard, creative and transactional assignments were written, and performance assessed to evaluate the RtL intervention. Secondly, the research allowed me to get an insight through interviews with learners as to how they were positively or negatively influenced through RtL in learning English as a First Additional Language. The study was a longitudinal action research study which had a life span of 22 months. It was dominantly qualitative with a thin quantitative strand. Data to evaluate effectiveness was generated from learners’ written work and interviews. The learners’ work was analysed using an RtL assessment tool adopted from Rose (2018), for the purposes of uniformity and reliability. Findings from interviews highlighted various views regarding the positive impact of RtL. What emerged from the findings is a reflection of the positive impact RtL had on literacy development. Significantly, learners’ work improved across the board, true to Rose’s assertion that learners exposed to teaching using RtL principles experience accelerated literacy development. Based on these findings, RtL implemented in a township setting in South Africa yields results similar to those in Australia and other countries.
- Full Text:
- Date Issued: 2019
The Intsomi Ambassadors: using communicative ecologies to enhance home literacy practices amongst working class parents in Grahamstown
- Authors: Gush, Cathy
- Date: 2019
- Subjects: Communication in economic development -- South Africa -- Makhanda , Literacy -- South Africa -- Makhanda , Literacy programs -- South Africa -- Makhanda , Education -- Parent participation -- South Africa -- Makhanda , Intsomi Project
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/71459 , vital:29855
- Description: Utilising theories of Communication for Development, the research explores how literacy practices in the homes of a group of working class, English second language parents in Grahamstown are affected by the introduction of new literacy material and insights Furthermore, it discusses how, and through which forms of media, these observed dynamics and changes in practice are best communicated to similar households. The issue of children's literacy development in South Africa is of serious concern, in particular the role that parents play and the level of support they give through home literacy practices. The context is one in which South African children have performed very poorly with regard to literacy levels in international benchmark testing as well as in national assessments. The summary report on the Progress in International Reading Literacy Study (PIRLS) found that some of the factors contributing to these poor results were the lack of reading resources in homes, as well as the lack of strong home-school partnerships in which parents took up the role of co-educators, or even of primary educators at the preschool stage. A group of parents employed by Rhodes University at the Grade 1 - 5 levels signed up to be the recipients of a programme supporting the literacy development of their primary and pre-primary school children. The Intsomi Project is run by the Rhodes Community Engagement Office as part of the Vice-Chancellor’s Education Initiative and provides close to 100 families with weekly reading material and educational games for their children, as well as workshops on the use of these materials and how they might benefit the children. Following a Participatory Action Research approach, a “vanguard” group of parent participants, known as the Intsomi Ambassadors, developed their role as literacy activists, becoming co-creators of media messages that utilised and built on the first stage of their communication within the group. The research explored how the principles and techniques of development support communication, and those of communicative ecologies, could be applied to explore, enhance and disseminate those qualitative changes in behaviour within households that positively affect children’s literacy development. In the process, it aimed to explore whether media representations that reflect the stories of parents trying out new literacy practices can create authentic, endogenous messages that resonate with people in similar circumstances, and can stimulate debate around the issue.
- Full Text:
- Date Issued: 2019
- Authors: Gush, Cathy
- Date: 2019
- Subjects: Communication in economic development -- South Africa -- Makhanda , Literacy -- South Africa -- Makhanda , Literacy programs -- South Africa -- Makhanda , Education -- Parent participation -- South Africa -- Makhanda , Intsomi Project
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/71459 , vital:29855
- Description: Utilising theories of Communication for Development, the research explores how literacy practices in the homes of a group of working class, English second language parents in Grahamstown are affected by the introduction of new literacy material and insights Furthermore, it discusses how, and through which forms of media, these observed dynamics and changes in practice are best communicated to similar households. The issue of children's literacy development in South Africa is of serious concern, in particular the role that parents play and the level of support they give through home literacy practices. The context is one in which South African children have performed very poorly with regard to literacy levels in international benchmark testing as well as in national assessments. The summary report on the Progress in International Reading Literacy Study (PIRLS) found that some of the factors contributing to these poor results were the lack of reading resources in homes, as well as the lack of strong home-school partnerships in which parents took up the role of co-educators, or even of primary educators at the preschool stage. A group of parents employed by Rhodes University at the Grade 1 - 5 levels signed up to be the recipients of a programme supporting the literacy development of their primary and pre-primary school children. The Intsomi Project is run by the Rhodes Community Engagement Office as part of the Vice-Chancellor’s Education Initiative and provides close to 100 families with weekly reading material and educational games for their children, as well as workshops on the use of these materials and how they might benefit the children. Following a Participatory Action Research approach, a “vanguard” group of parent participants, known as the Intsomi Ambassadors, developed their role as literacy activists, becoming co-creators of media messages that utilised and built on the first stage of their communication within the group. The research explored how the principles and techniques of development support communication, and those of communicative ecologies, could be applied to explore, enhance and disseminate those qualitative changes in behaviour within households that positively affect children’s literacy development. In the process, it aimed to explore whether media representations that reflect the stories of parents trying out new literacy practices can create authentic, endogenous messages that resonate with people in similar circumstances, and can stimulate debate around the issue.
- Full Text:
- Date Issued: 2019
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