ManuScript Details
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Paper Id:
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IJARW1278
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Title:
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READING TO LEARN (RTL) THROUGH STORY BOOKS: MOVING BEYOND PHYSICAL SCHOOL ACCESS TO EPISTEMOLOGICAL ACCESS IN A GRADE R CLASSROOM IN THE EASTERN CAPE, SOUTH AFRICA
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 1 Issue 12 |
| Pages: |
10
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| Published On: |
6/4/2020 3:59:00 AM (MM/dd/yyyy) |
Main Author Details
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Name:
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Tawanda Wallace Mataka |
| Institute: |
National University of Lesotho |
Co - Author Details
| Author Name |
Author Institute |
| Tawanda Mukurunge |
Limkokwing University of Creative Technology |
| Takura Bhila |
Limkokwing University of Creative Technology |
Abstract
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Research Area:
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Information Technology |
| KeyWord: |
epistemology, access, Zone of proximal development, scaffolding, Reading to Learn. |
| Abstract: |
Learning to read is a basic skill and right that each child must be endowed with in school. Reading enables active, civic, social and economic participation. This is made possible through reading to learn. However, South Africa is faced with a daunting task to improve literacy development. From the assessments done South African learners are ranked the worst performers compared to worse off countries. Despite all, there is minimal investment in emergent literacy directed towards grade R to develop literacy behaviours. Grade R is the backbone of all the basic literacy skills that are employed in the future grades. It appears access for this cohort is only physical, past the school gate, but not epistemological. It is at the backdrop of the above that this study focused on creating opportunities for and developing Grade R learners’ emergent literacy skills. As interventionist pedagogy, RtL within an interpretivist approach was applied to weave through the learning experiences of Grade R learners with story books as learning tools; and explore the extent scaffolding in RtL affects their development of emergent literacy skills. Observations and learner work samples are used as data generation tools. Basing on the emerging post intervention data, I argue that the use of RtL pedagogy develop emergent literacy skills in Grade R learners. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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Tawanda Wallace Mataka, Tawanda Mukurunge, Takura Bhila, "READING TO LEARN (RTL) THROUGH STORY BOOKS: MOVING BEYOND PHYSICAL SCHOOL ACCESS TO EPISTEMOLOGICAL ACCESS IN A GRADE R CLASSROOM IN THE EASTERN CAPE, SOUTH AFRICA", International Journal Of All Research Writings,
vol. 1, no. 12, pp. 26-35, 2020.
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MLA
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Tawanda Wallace Mataka, Tawanda Mukurunge, Takura Bhila "READING TO LEARN (RTL) THROUGH STORY BOOKS: MOVING BEYOND PHYSICAL SCHOOL ACCESS TO EPISTEMOLOGICAL ACCESS IN A GRADE R CLASSROOM IN THE EASTERN CAPE, SOUTH AFRICA." International Journal Of All Research Writings,
vol 1, no. 12, 2020, pp. 26-35.
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APA
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Tawanda Wallace Mataka, Tawanda Mukurunge, Takura Bhila (2020). READING TO LEARN (RTL) THROUGH STORY BOOKS: MOVING BEYOND PHYSICAL SCHOOL ACCESS TO EPISTEMOLOGICAL ACCESS IN A GRADE R CLASSROOM IN THE EASTERN CAPE, SOUTH AFRICA. International Journal Of All Research Writings,
1(12), 26-35.
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READING TO LEARN (RTL) THROUGH STORY BOOKS: MOVING BEYOND PHYSICAL SCHOOL ACCESS TO EPISTEMOLOGICAL ACCESS IN A GRADE R CLASSROOM IN THE EASTERN CAPE, SOUTH AFRICA
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READING TO LEARN (RTL) THROUGH STORY BOOKS: MOVING BEYOND PHYSICAL SCHOOL ACCESS TO EPISTEMOLOGICAL ACCESS IN A GRADE R CLASSROOM IN THE EASTERN CAPE, SOUTH AFRICA
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