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n Tydskrif vir Geesteswetenskappe - Ondervindinge, uitdagings en suksesse : vroeëleesbegrippraktyke in hulpbronbeperkte omgewings met kinders uit linguisties-diverse agtergronde - navorsings- en oorsigartikel

Volume 59 Number 3
  • ISSN : 0041-4751
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Abstract

Experiences, challenges and successes: Early-reading comprehension practices in resource-constrained settings with children from linguistically diverse backgrounds

Against a contextual background of deprivation, South Africa is constantly placed at the bottom of achievement when compared to participating countries in large-scale assessments of reading competency. In an attempt to address the reasons underlying such under-achievement, this paper seeks to provide evidence gleaned from selected Foundation Phase teacher focus group interviews about the reading practices that are employed when teaching reading in resource deprived environments to children from linguistically diverse backgrounds.

Given South Africa’s poor performance in reading assessments, the research questions focussed, firstly, on the challenges reported when working in resource-constrained settings, with the added complexity of linguistic diversity amongst learners; secondly, the reading strategies and the solutions teachers suggest when teaching these learners were observed and critically evaluated against a backdrop of national and international studies on reading.

Focus group interviews were conducted at two resource constrained schools in township settings in the Gauteng province. Each focus group consisted of six Foundation Phase teachers, who are currently teaching students between Grades 1 and 3. The teachers varied in ages between 24 and 64. All the participating teachers were female and had previously received training as Foundation Phase teachers.


Leerderprestasie in geletterdheid in die vroeë grade in Suid-Afrika bly laag wanneer dit gemeet word aan ’n aantal nasionale en internasionale assesseringsprogramme. Hierdie artikel fokus op vroeë leesbegrip en verskaf bevindinge uit fokusgroeponderhoude met Grondslagfaseonderwysers oor leespraktyke wat gebruik word wanneer lees in hulpbronbeperkte omgewings onderrig word.

Onderwysers getuig oor hoe hulle die onderrig van lees ervaar, asook wat hulle uitdagings en moontlike oplossings is om sukses te verseker. Die huidige studie dui op ’n gebrek aan leesbegripinstruksie in die vroeë grade. Dit bevestig verder dat onderwysers in staat is om nuwe woordeskat en klanke in ’n sekere mate bekend te stel, maar hul repertoire om ’n verskeidenheid begripsvaardighede aan leerders te onderrig, is beperk en min aanduidings dat leerders met begrip kan lees, word opgemerk. Hierdie studie toon aan dat leesinstruksie in ’n ontwikkelende, hulpbronbeperkte omgewing, nie bevredigend gedoen word nie.

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/content/journal/10520/EJC-186a061690
2019-09-01
2019-11-20

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