Exploring the Effects of Implementing Guided Reading Approach to Enhance the Reading Proficiency of English Second Language Learners in South Africa

Autor/inn/en	Thage, Esther Molebogeng; Mokgosi, Patricia Namayammu; Mthembu, Jane Tozama
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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