Work

"We're going to sit with a generation [of learners] who cannot even construct a CV because they can't bloody read": Reading interventions by English teachers

Year: 2024

Type: article

Abstract: Teaching reading skills is one of the most intricate tasks expected of teachers. This is especially true since the COVID-19 pandemic because of the decline in Grade 4 learners' reading comprehension levels. The Department of Basic Education indicated that the 2021 PIRLS report revealed that 81% of South African Grade 4 learners struggle to read with comprehension in their home language. This hinders Intermediate Phase learners' ability to transition effectively from learning to read to reading to learn, given that they must start acquiring subject-specific knowledge. In this article, we explore how English Home Language (EHL) and English First Additional Language (EFAL) Intermediate Phase teachers have been teaching reading since the COVID-19 pandemic. Using an interpretivist qualitative research approach with a phenomenological research design, we determined the reading teaching practices used by EHL and EFAL Intermediate Phase teachers to teach reading.

Source: Journal of Education

DOI: 10.17159/2520-9868/i96a10

Authors: Chané Denton, Salomé Romylos, Matthys Johannes Uys

Institution: North-West University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $244