The write approach: Can R2L help at tertiary level?

Abstract

This article discusses a one-year intervention that was implemented using the Read to Learn (R2L) approach with 46 isiZulu-speaking students at a South African University in 2011. All the students were in the BCom4 Access Programme at the University of KwaZulu-Natal and originated from Quintile 1-4 schools. Participating students were taught to understand and read selected texts. They were then assisted through a process of 'scaffolding', in which they ultimately learnt how to independently write a text of the same genre, using the six stages of the R2L teaching cycle. Of the original 46 students, 10 were closely tracked. Various data were collected and analysed during the study period. Findings revealed that there was a marked improvement in both reading (an increase of at least two levels) and writing abilities at both the micro and the macro levels of text. These results suggest that the R2L approach, as a reading intervention, can contribute towards the improvement of the academic literacy levels of disadvantaged students at tertiary level.

Impact of mother tongue on construction of notes and first-year academic performance

“…Students with low levels of vocabulary associated with the language of instruction and with the discourse struggle with anaphoric resolution. 12,13 Moreover, when second-language students do not have opportunities to practise anaphoric resolution, there is an impact on the depth of understanding that they are likely to access and thus the time that it takes for them to form a deep understanding of lecture content. 13 Two international studies have reported that South African learners are ranked amongst the lowest in international standards in reading, and that the language in which learners were taught at school and the language of assessment most likely contributes to the students' poor academic performance.…”

“…12,13 Moreover, when second-language students do not have opportunities to practise anaphoric resolution, there is an impact on the depth of understanding that they are likely to access and thus the time that it takes for them to form a deep understanding of lecture content. 13 Two international studies have reported that South African learners are ranked amongst the lowest in international standards in reading, and that the language in which learners were taught at school and the language of assessment most likely contributes to the students' poor academic performance. 28,29 As students progress through school, it is essential that they learn to formulate a cohesive representation of their texts 8 ; thus the focus should lie in the development of language proficiency 3,6,7,30 and reading ability [5][6][7] .…”

“…Because the expectation is that students would have developed the required level of skill at school, lecturers at university do not generally focus on developing reading skills. 3,9,13,31…”

“…Students who have limited vocabulary struggle with anaphoric resolution, and this impacts on their ability to paraphrase. 13 Students need to gain experience within the academic environment of the university in order to understand the level of self-regulation that is required, and this understanding enables them to have realistic expectations of their role in first year. Additionally, to improve academic performance, there should be adequate exposure to written texts at school.…”

“…The process of compiling study notes could provide the mechanism for students to develop a deep approach to learning, and thus improve their grades. Training disadvantaged students in the skill of writing has been shown to improve their academic literacy 13 , but there is a dearth of literature on whether a focus on the development of the students' skill in constructing their notes is likely to influence first-year students' writing abilities, and the depth of their study notes, as well as their academic performance.…”