ManuScript Details
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Paper Id:
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IJARW1294
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Title:
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INVESTIGATING THE ROLE OF READING TO LEARN PEDAGOGY TO IMPROVE READING FOR COMPREHENSION IN A SENIOR PHASE CLASS THROUGH SCAFFOLDING: A LITERACY ACCELERATION ACTION RESEARCH CASE STUDY IN A GRADE 8 ENGLISH FIRST ADDITIONAL LANGUAGE (FAL) CLASS IN RURAL 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: |
9
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| Published On: |
6/16/2020 10:52:29 PM (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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Education |
| KeyWord: |
Reading to Learn, pedagogy, literacy, reading for meaning, assessment |
| Abstract: |
Academic performance among South African learners at any grade is worrisome to the extent that everyday academics and stakeholders are in search of answers to the scourge. Learners in the majority of the grades where reading for meaning is a prerequisite are found wanting. It has become a well-known fact that whenever, South Africa participates in international assessments, South African learners occupy the last bar of the ladder whether it is literacy or numeracy. It is against this backdrop that this study sought to examine how Reading to Learn pedagogy (RtL) can positively impact learners’ literacy development in a South African grade 8 class in a rural school. The pre-test indicated that learners had weak reading skills and after the intervention significant progress was noted in their reading abilities. Learner interviews and journal reflections and learners’ work were data generation tools. Findings were processed and analysed according to themes. Based on the findings, RtL pedagogy posits itself as a worthy intervention for reading problems in the classroom. |
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, "INVESTIGATING THE ROLE OF READING TO LEARN PEDAGOGY TO IMPROVE READING FOR COMPREHENSION IN A SENIOR PHASE CLASS THROUGH SCAFFOLDING: A LITERACY ACCELERATION ACTION RESEARCH CASE STUDY IN A GRADE 8 ENGLISH FIRST ADDITIONAL LANGUAGE (FAL) CLASS IN RURAL SOUTH AFRICA.", International Journal Of All Research Writings,
vol. 1, no. 12, pp. 84-92, 2020.
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MLA
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Tawanda Wallace Mataka, Tawanda Mukurunge, Takura Bhila "INVESTIGATING THE ROLE OF READING TO LEARN PEDAGOGY TO IMPROVE READING FOR COMPREHENSION IN A SENIOR PHASE CLASS THROUGH SCAFFOLDING: A LITERACY ACCELERATION ACTION RESEARCH CASE STUDY IN A GRADE 8 ENGLISH FIRST ADDITIONAL LANGUAGE (FAL) CLASS IN RURAL SOUTH AFRICA.." International Journal Of All Research Writings,
vol 1, no. 12, 2020, pp. 84-92.
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APA
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Tawanda Wallace Mataka, Tawanda Mukurunge, Takura Bhila (2020). INVESTIGATING THE ROLE OF READING TO LEARN PEDAGOGY TO IMPROVE READING FOR COMPREHENSION IN A SENIOR PHASE CLASS THROUGH SCAFFOLDING: A LITERACY ACCELERATION ACTION RESEARCH CASE STUDY IN A GRADE 8 ENGLISH FIRST ADDITIONAL LANGUAGE (FAL) CLASS IN RURAL SOUTH AFRICA.. International Journal Of All Research Writings,
1(12), 84-92.
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INVESTIGATING THE ROLE OF READING TO LEARN PEDAGOGY TO IMPROVE READING FOR COMPREHENSION IN A SENIOR PHASE CLASS THROUGH SCAFFOLDING: A LITERACY ACCELERATION ACTION RESEARCH CASE STUDY IN A GRADE 8 ENGLISH FIRST ADDITIONAL LANGUAGE (FAL) CLASS IN RURAL SOUTH AFRICA.
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INVESTIGATING THE ROLE OF READING TO LEARN PEDAGOGY TO IMPROVE READING FOR COMPREHENSION IN A SENIOR PHASE CLASS THROUGH SCAFFOLDING: A LITERACY ACCELERATION ACTION RESEARCH CASE STUDY IN A GRADE 8 ENGLISH FIRST ADDITIONAL LANGUAGE (FAL) CLASS IN RURAL SOUTH AFRICA.
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