Understanding reading comprehension: processes and practices

Gallagher, Shane

doi:10.1080/02667363.2015.1122858

Cited by 2 publications

(2 citation statements)

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“…We propose to provide some space for pupils after reading a literary text to express their opinion, their feelings and impressions of the prosocial literary role model, and then to bring conflicting opinions together among pupils. Tennent (2015) also believes that what the teacher thinks is irrelevant, because the teacher's role is primarily to find out what the pupil thinks.…”

Section: Recommendations For Practicementioning

confidence: 99%

Reception of Prosocial Literary Role Models by Children of Younger School Age

Odža

2022

Libri liberi (Online)

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The aim of the study is to clarify how a younger school-aged child perceives literary heroes who represent prosocial literary role models, and thus provide evidence for the positive trace of prosocial literary role models in the (prosocial) development of the child reader. The research was conducted on a sample of 24 participants (average age 9.04 years) using research methods such as product content analysis, projective interview and writing techniques. Empirical research gave a positive clue, which the specific literary text with the prosocial literary role model “printed” into the notion of prosociality in the child. The prosocial literary role model may perhaps therefore be used in education as an effective tool in the (prosocial) upbringing of the child of younger school age.

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Section: Recommendations For Practicementioning

confidence: 99%

Reception of Prosocial Literary Role Models by Children of Younger School Age

Odža

2022

Libri liberi (Online)

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“…Whilst the most effective approach to the teaching of reading is a contested area, scholars agree that the goal of reading is to comprehend and so enable reading for pleasure and purpose (Tennent, 2015; Oakhill et al, 2015). The ability to read for meaning impacts on and is a prerequisite for future academic, economic and social success and is one recognised by governments around the world (Castle et al, 2018; Sporer et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa

Carter,

Pillay,

Podpadec

et al. 2024

Literacy

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South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu‐Natal and one in England, aimed to support in‐service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9–12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In‐service teachers (n = 120) and preservice teachers (n = 93) took part in this mixed‐methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research.

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Understanding reading comprehension: processes and practices

Cited by 2 publications

References 0 publications

Reception of Prosocial Literary Role Models by Children of Younger School Age

Reception of Prosocial Literary Role Models by Children of Younger School Age

‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa

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