Literaturnachweis - Detailanzeige
Autor/inn/en | Thage, Esther Molebogeng; Mokgosi, Patricia Namayammu; Mthembu, Jane Tozama |
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Titel | Exploring the Effects of Implementing Guided Reading Approach to Enhance the Reading Proficiency of English Second Language Learners in South Africa |
Quelle | In: Problems of Education in the 21st Century, 79 (2021) 6, S.971-992 (22 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Mokgosi, Patricia Namayammu) ORCID (Mthembu, Jane Tozama) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1822-7864 |
Schlagwörter | Reading Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Cooperative Learning; Scaffolding (Teaching Technique); Foreign Countries; Reading Fluency; Reading Comprehension; Grade 9; Secondary School Students; Constructivism (Learning); Reading Tests; Sense of Community; Intervention; Reading Difficulties; Educational Policy; Reading Improvement; Instructional Effectiveness; South Africa Leseunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kooperatives Lernen; Ausland; Leseverstehen; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Lesetest; Reading difficulty; Leseschwierigkeit; Politics of education; Bildungspolitik; Unterrichtserfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | Guided reading (GR) approach has been shown to have positive effect on reading fluency and comprehension. However, most studies on GR have focused on primary schools, specifically the Foundation Phase. Therefore, this study employed the GR approach to examine its possible effects on the reading proficiencies of Grade 9 English Second Language (ESL) learners in Gauteng province. Social and cognitive constructivism underpinned the study, which employed action research to determine the possible effects of implementing GR on the reading proficiencies of a sample of eight Grade 9 ESL learners who were purposively selected to participate in this study. Data were collected through interviews, observations, and reflection cards, oral and written reading tests. Results indicated that GR approach had caused a significant improvement in these learners' reading fluency and comprehension because of collaborative learning and scaffolding. In addition, GR also developed a sense of ownership in their learning, a sense of community and innovative and inquisitive minds. The study recommends that learners who struggle with reading be identified early, and GR intervention strategies be implemented and monitored. Every school needs to have a reading policy and the Education Department should ensure that it is implemented and monitored. (As Provided). |
Anmerkungen | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |