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Investigating how the reading culture of primary schools affects the reading proficiency of Grade 4 learners in selected Western Cape schools
Thesis (MEd)--Stellenbosch University, 2022.
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867613777598349312 |
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| access_status_str | Open Access |
| author | Nieuwoudt, Mia |
| author2 | Le Cordeur, Michael |
| author_browse | Le Cordeur, Michael Nieuwoudt, Mia |
| author_facet | Le Cordeur, Michael Nieuwoudt, Mia |
| author_sort | Nieuwoudt, Mia |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/124820 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:32.562Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/124820 Investigating how the reading culture of primary schools affects the reading proficiency of Grade 4 learners in selected Western Cape schools Nieuwoudt, Mia Le Cordeur, Michael Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Schools -- South Africa -- Western Cape Reading (Primary) Childrens literature -- Study and teaching (Primary) English language -- Study and teaching (Primary) Reading -- Ability testing School children -- Books and reading UCTD Thesis (MEd)--Stellenbosch University, 2022. ENGLISH ABSTRACT: Reading is the fundamental and basic skill needed for everything else in life. It is a very good predictor of academic achievement and an indicator of future academic reading. Reading should become a habit and should start at home when the child is an infant. Parents are the active role players in establishing a love for reading with their children, laying the foundation for the school to build on. The Foundation Phase (Grade R to Grade 3) at a school lays the groundwork for developing reading skills and reaching a level of reading proficiency by Grade 3. When learners reach Grade 4, they are expected to read fluently and with comprehension as this is the year in a child’s schooling when they start with formal exams and need to read for information. This is the ideal but not the reality for South African learners according to research done and statistics shown in reports. The purpose of this research was threefold. The first was to investigate how the beliefs, attitudes and assumptions teachers have regarding reading instruction and reading in general are shaping the reading culture at their school and how this affects the reading proficiency of Grade 4 learners. The second is to observe the internal and external elements informing the approach teachers adopt regarding reading instruction. This is linked to their motivation. Teachers can have a considerable impact on reading proficiency at their schools if they are informed, attentive, motivated, and committed to enhancing reading skills. Teachers are either intrinsically motivated by a dedication to helping learners, to guide them in their education, or are they more extrinsically motivated by aspects such as salary or regular holidays. The third purpose is to identify the existing positive reading practices at the schools which may be to the benefit of others to improve reading practices. A strong and positive reading culture at a school starts with a positive attitude towards reading among teachers. Their enthusiasm will influence the pedagogy, which will spill over to the learners. Collaboration of teachers in the Foundation Phase and the Intermediate Phase as well as between teachers and parents will greatly enhance and promote reading proficiency. Data were collected using a mix of qualitative and quantitative data collection methods namely observations and semi-structured interviews with the school leadership and teachers. Focus groups were held with teachers and comprehension test results were collected from the schools. The results of this case study are reflected in the findings which indicated that reading interventions should occur every day, starting with basics to illuminate the backlog and assisting teachers who need guidance to do it. Leadership must be made aware of the presence or absence of a vision and shared vision for cultivating a reading culture at the school. It was found that leadership is not taking up that role effectively. Regarding professional development training, it was found that very little support was given to teachers, and they do not feel equipped to teach reading or help struggling learners in the Intermediate Phase. Many challenges emerged, such as poor teacher-parent collaboration, time issues (when pressured for time, reading becomes one of the lowest priorities), curriculum, circumstances and the backlog created by COVID-19. The Department of Education (DoE) places too much emphasis on assessment and less on reinforcement. No joint reading period exists at the schools. Comprehension test results proved that the Grade 4’s comprehension level is not at the desired level, even though the tests were done in their home language Lastly, the main conclusion is that the role of teachers is pivotal in addressing the low levels of reading proficiency in Western Cape schools. Teachers should take on the role of change agents in giving guidance to fellow teachers and parents and not passively waiting to receive it. To do this, they need to be enlightened about the task of teaching reading skills and they need ongoing inspirational support to follow through. Teachers also need to have a voice in curriculum changes and policy development. AFRIKAANSE OPSOMMING: Die vermoe om te kan lees is ‘n fundamentele vaardigheid wat nodig is vir alle areas in die lewe. Dit is ‘n noodsaaklikheid vir akademiese prestasie en maatstaf vir toekomstige akademiese leeswerk. Lees behoort ‘n gewoonte te raak en die aanvang daarvan is in die huis. Ouers is die aktiewe rolspelers om ‘n liefde vir lees by hul kinders te kweek, om die fondasie te lê waarop die skool later kan bou. By ‘n skool vestig die Grondslagfase (Graad R tot Graad 3) die basis vir leesontwikkeling om die aanvaarde vlak van leesvaardigheid te bereik in Graad 3. Daar word van leerders in Graad 4. verwag om vlot en met begrip te kan lees aangesien dit die jaar is wanneer leerders begin met formele eksamens en moet kan lees vir inligting, hulle moet kan lees om te leer. Dit is die ideaal, maar na aanleiding van navorsing gedoen en statistieke in verslae is dit nie die realiteit vir Suid-Afrikaanse leerders nie. Die doel van hierdie studie was drievoudig. Die eerste was om ondersoek in te stel hoe die onderwysers se oortuigings, houding en aannames rakende leesinstruksie en lees in die algemeen die leeskultuur by hul skool affekteer en watter effek dit het op die leesvaardigheid van Graad 4 leerders. Die tweede is om die interne en eksterne elemente te observeer wat onderwysers se benadering ten opsigte van leesinstruksie beïnvloed. Onderwysers is of intrinsiek gemotiveerd deur ‘n toegewydheid om leerders te help en lei in hul opvoeding óf hulle is meer ekstrinsiek gemotiveerd deur sekere aspekte soos ‘n salaris of gereelde vakansies. Die derde doel is om die bestaande positiewe leespraktyke by skole te identifiseer wat tot voordeel van ander skole kan wees om lees te verbeter. ‘n Sterk en positiewe leeskultuur by ‘n skool begin met onderwysers se positiewe houding teenoor lees. Samewerking tussen die onderwysers van die Grondslagfase en Intermediere fase sowel as tussen die onderwysers en ouers sal leesvaardigheid bevorder. Data is ingesamel deur beide kwalitatiewe en kwantitatiewe insamelings metodes te gebruik. Dit sluit observering en semi-gestruktureerde onderhoude in met die skole se leierskap en onderwysers. Fokusgroepe was gehou met die onderwysers en begripstoets punte was verkry van die skole. Die uitlslae van hierdie gevallestudie word gereflekteer in die bevindings wat daarop dui dat intervensie elke dag moet geskied. Dit moet met basiese klanke begin om die agterstand te illumineer en onderwysers wat leiding nodig het, te assisteer. Leierskap moet bewus gemaak word van die bestaan of afwesigheid van ‘n visie en gedeelde visie van lees om ‘n leeskultuur te skep by die skool. Daar is bevind dat leierskap nie hierdie rol effektief opneem nie. Daar is ook bevind rakende professionele ontwikkelings opleiding, dat baie min ondersteuning gegee word aan onderwysers en hul voel nie toegerus om sukkelende leerders te help met lees nie. Laastens is die belangrikste gevolgtrekking dat die rol van onderwysers deurslaggewend is om die lae vlakke van leesvaardigheid in die Wes-Kaap aan te spreek. Onderwyswers behoort ‘n raadgewende rol te speel om kollegas en ouers leiding te gee met die bewusmaking van ‘n leeskultuur. Om dit te kan doen, moet onderwysers self ingelig wees en voortdurende ondersteuning is onvermydelik. Masters 2022-02-09T11:50:41Z 2022-04-29T09:35:15Z 2022-02-09T11:50:41Z 2022-04-29T09:35:15Z 2022-03 Thesis http://hdl.handle.net/10019.1/124820 en_ZA Stellenbosch University viii, 158 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Schools -- South Africa -- Western Cape Reading (Primary) Childrens literature -- Study and teaching (Primary) English language -- Study and teaching (Primary) Reading -- Ability testing School children -- Books and reading UCTD Nieuwoudt, Mia Investigating how the reading culture of primary schools affects the reading proficiency of Grade 4 learners in selected Western Cape schools |
| title | Investigating how the reading culture of primary schools affects the reading proficiency of Grade 4 learners in selected Western Cape schools |
| title_full | Investigating how the reading culture of primary schools affects the reading proficiency of Grade 4 learners in selected Western Cape schools |
| title_fullStr | Investigating how the reading culture of primary schools affects the reading proficiency of Grade 4 learners in selected Western Cape schools |
| title_full_unstemmed | Investigating how the reading culture of primary schools affects the reading proficiency of Grade 4 learners in selected Western Cape schools |
| title_short | Investigating how the reading culture of primary schools affects the reading proficiency of Grade 4 learners in selected Western Cape schools |
| title_sort | investigating how the reading culture of primary schools affects the reading proficiency of grade 4 learners in selected western cape schools |
| topic | Schools -- South Africa -- Western Cape Reading (Primary) Childrens literature -- Study and teaching (Primary) English language -- Study and teaching (Primary) Reading -- Ability testing School children -- Books and reading UCTD |
| url | http://hdl.handle.net/10019.1/124820 |
| work_keys_str_mv | AT nieuwoudtmia investigatinghowthereadingcultureofprimaryschoolsaffectsthereadingproficiencyofgrade4learnersinselectedwesterncapeschools |