Learning from the best: reading literacy development practices at a high-performing primary school

Zimmerman, Lisa

doi:10.5785/33-2-740

Cited by 4 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Reading comprehension is essential for reading because readers must have the ability to understand reading material that already read before 11 . Comprehension is fundamentally the goal of both reading and listening 12,13 .…”

Section: Reading Comprehensionmentioning

confidence: 99%

Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test

Destiyanti

Amin

Putera

2021

View full text Add to dashboard Cite

This study was aimed to find out whether or not there was a significant difference between male and female students’ ability in answering factual and vocabulary-in-context questions of the TOEFL-Like reading comprehension test. Secondary data analysis was utilized by taking reading comprehension test scores of twenty-one male and twenty-one female students of the English Education Program. Samples were selected using random sampling technique. Data were analyzed using independent sample t-test. Results showed that the t-values of sig. 2-tailed was higher than 0.05 in male and female students’ ability in answering both the factual questions (0.267 > 0.05) and the vocabulary-in-context questions (0.837 > 0.05). The results revealed that there was no significant difference between male and female students’ ability in answering factual and vocabulary-in-context questions of the TOEFL-Like reading comprehension test.

show abstract

Section: Reading Comprehensionmentioning

confidence: 99%

Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test

Destiyanti

Amin

Putera

2021

View full text Add to dashboard Cite

show abstract

“…Without strong reading literacy development, learners have to battle to be successful in their educational progression throughout schooling which has dire consequences for their future prospects. Therefore, reading literacy needs to be a central school activity (Zimmerman, 2018). This study investigated factors affecting reading literacy looking at the relationship between instructional materials and pupils' English reading literacy.…”

Section: Introductionmentioning

confidence: 99%

“…In African countries reports reveal that reading literacy is a still a big challenge. For instance, it has been reported that in South Africa learners have reading problems, regardless of which language they read in (Zimmerman, 2018). In Ethiopia, an early grade reading assessment carried out in May and June 2010 by the Ministry of Education (MOE), RTI International, members of the Education and Training Quality Assurance Agency (ETQAA), and the Improving Quality in Primary Education Program (IQPEP) in a collaboration revealed that pupils reading capacity was below the expected level (Teshome, 2014).…”

Section: Introductionmentioning

confidence: 99%

Instructional Materials and English Reading Literacy of Pupils in Universal Primary Education Schools in Fort Portal Municipality in Uganda

2020

JEP

View full text Add to dashboard Cite

This study investigated whether instructional materials determined English reading literacy of pupils in UPE Schools in Fort Portal Municipality in Uganda. The objectives of the study were to assess whether audio-visual instructional materials, graphic instructional materials and realia instructional materials determine the variation in pupils reading literacy in primary schools. The study adopted the quantitative approach only using an experimental research design on a sample of 327 pupils. An English reading test with question items on audio-visual, graphic and realia instructional materials was administered on pupils. Data were analysed using Student's t -test. The results revealed that audio-visual, graphic and realia instructional materials contributed to the variation in pupils' English reading literacy in primary schools. Therefore, it was concluded that the use of audio-visual instructional materials, graphic instructional materials and realia instructional materials is imperative for pupils reading literacy in Primary Schools. It was thus recommended that the Ministry of Education, head teachers and proprietors of schools should help teachers in primary schools to emphasise the use of audio-visual instructional materials, graphic instructional materials and realia instructional materials in teaching English reading literacy to pupils in primary schools.

show abstract

Exploring the structure and content of discourse in remote, rural South African classrooms

Murphy

Ebersöhn

Omidire

et al. 2020

SAJE

View full text Add to dashboard Cite

The nature of discourse within classrooms strongly predicts students’ ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teacher were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students’ critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded.

show abstract

Learning from the best: reading literacy development practices at a high-performing primary school

Abstract: While it is of utmost importance to scrutinise reading literacy development practices at South

Cited by 4 publications

References 9 publications

Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test

Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test

Instructional Materials and English Reading Literacy of Pupils in Universal Primary Education Schools in Fort Portal Municipality in Uganda

Exploring the structure and content of discourse in remote, rural South African classrooms

Contact Info

Product

Resources

About