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Unpacking reading comprehension strategies and how teachers teach reading in Grade 4
Dissertation (MEd (Assessment and Quality Assurance in Education)) --University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613592504762368 |
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| access_status_str | Open Access |
| author2 | Van Staden, Surette |
| author_browse | Van Staden, Surette |
| author_facet | Van Staden, Surette |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Assessment and Quality Assurance in Education)) --University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/93830 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:35.948Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/93830 Unpacking reading comprehension strategies and how teachers teach reading in Grade 4 Van Staden, Surette u18361073@tuks.co.za Palane, Nelladee Bester, Suné PIRLS Literacy 2016 Reading instruction strategies Grade 4 Reading literacy achievement Processes of comprehension Reading comprehension UCTD SDG-04: Quality education Sustainable development goals (SDGs) Education theses SDG-04 SDG-10: Reduced inequalities Education theses SDG-10 Dissertation (MEd (Assessment and Quality Assurance in Education)) --University of Pretoria, 2023. This study aims to examine and understand the possible relationship between reading instruction strategies and Grade 4 reading literacy using the PIRLS Literacy 2016 data specifically the PIRLS processes of comprehension. When teachers deliberately use different teaching strategies, with the support of the Department of Basic Education, this could help to improve learners’ reading comprehension. As measured on two scales namely, Straightforward inference scale and the Interpret and Integrate Ideas and information scale, this study focused on specific variables from the PIRLS Literacy 2016 South Africa study, from the teacher and school questionnaires. Secondary data analysis was used with multiple regression analysis to measure the relationship between the reading literacy instructional strategies and Grade 4 reading literacy achievement. This study used the PIRLS 2011 framework as the conceptual framework for this study. This framework aims to give a clear understanding of how the different reading instructional strategies affect learners within the classroom and school context. This study found that one reading strategy, Determine the author’s perspective or intention, was statistically significant for both the scales of reading achievement. This study highlights the important role learners' socio-economic status plays in their day-to-day education. Science, Mathematics and Technology Education MEd (Assessment and Quality Assurance in Education) Restricted Faculty of Education SDG-04: Quality Education 2023-12-20T06:26:49Z 2023-12-20T06:26:49Z 2024-04 2023 Dissertation * A2024 http://hdl.handle.net/2263/93830 10.25403/UPresearchdata.24802593 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | PIRLS Literacy 2016 Reading instruction strategies Grade 4 Reading literacy achievement Processes of comprehension Reading comprehension UCTD SDG-04: Quality education Sustainable development goals (SDGs) Education theses SDG-04 SDG-10: Reduced inequalities Education theses SDG-10 Unpacking reading comprehension strategies and how teachers teach reading in Grade 4 |
| title | Unpacking reading comprehension strategies and how teachers teach reading in Grade 4 |
| title_full | Unpacking reading comprehension strategies and how teachers teach reading in Grade 4 |
| title_fullStr | Unpacking reading comprehension strategies and how teachers teach reading in Grade 4 |
| title_full_unstemmed | Unpacking reading comprehension strategies and how teachers teach reading in Grade 4 |
| title_short | Unpacking reading comprehension strategies and how teachers teach reading in Grade 4 |
| title_sort | unpacking reading comprehension strategies and how teachers teach reading in grade 4 |
| topic | PIRLS Literacy 2016 Reading instruction strategies Grade 4 Reading literacy achievement Processes of comprehension Reading comprehension UCTD SDG-04: Quality education Sustainable development goals (SDGs) Education theses SDG-04 SDG-10: Reduced inequalities Education theses SDG-10 |
| url | http://hdl.handle.net/2263/93830 |