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Utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase (grades 4 to 6)
Thesis (PhD)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867613760411140096 |
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| access_status_str | Open Access |
| author | Messina, Mitchell |
| author2 | Le Cordeur, Michael |
| author_browse | Le Cordeur, Michael Messina, Mitchell |
| author_facet | Le Cordeur, Michael Messina, Mitchell |
| author_sort | Messina, Mitchell |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/127483 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:15.521Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/127483 Utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase (grades 4 to 6) Messina, Mitchell Le Cordeur, Michael Robey, Patricia Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Reading comprehension Group work in education Rational choice theory Reading comprehension -- Study and teaching (Elementary) UCTD Thesis (PhD)--Stellenbosch University, 2023. ENGLISH ABSTRACT: In South Africa, learners’ standard of reading in the Intermediate Phase (Grades 4 to 6) is cause for considerable concern. The 2016-PIRLS findings have provided overwhelming evidence that South African Grade 4 learners struggle with reading comprehension (Pretorius & Klapwijk, 2016). In addition, key findings of the same study showed that 78% of Grade 4 learners in South Africa do not have basic reading skills by the end of the Grade 4 school year. Therefore, the reading comprehension standard in the Intermediate Phase (Grades 4 to 6) of South Africa is in dire need of reconsideration. This study investigated how Choice Theory, as an explanation of human behaviour, can provide a foundation to enhance the teaching of Reciprocal Teaching reading comprehension strategies. The study highlighted that Choice Theory in education provides an intrinsic model of teaching that could be utilised to promote the explicit teaching of the four reading comprehension strategies of Reciprocal Teaching. This study was a real effort to shift the focus from the learners to the teachers who have not been trained effectively to teach Reciprocal Teaching reading comprehension strategies explicitly. The study was based on the theoretical framework of Social Constructivism, Choice Theory, and Reciprocal Teaching as underpinning theories for the development of the teaching of reading comprehension. A qualitative research approach was adopted to make sense of participants’ experience of Choice Theory and Reciprocal Teaching. For the purpose of this qualitative research, a single-case study was chosen as the research design to obtain in-depth information from the participants. Data were collected through classroom observations, semi-structured interviews, focus group meetings and reflective journals of teachers. The data from the observations and interviews were used triangulated to confirm or disconfirm findings and helped to control or correct the subjective bias of the individual. The researcher used ATLAS.ti, a CAQDAS software programme, to manage and manipulate the data. AFRIKAANSE OPSOMMING: In Suid-Afrika is leerders se leesstandaard in die Intermediêre Fase (graad 4 tot 6) rede tot groot kommer. Die 2016-PIRLS-bevindinge het oorweldigende bewyse gelewer dat Suid-Afrikaanse graad 4-leerders met leesbegrip sukkel (Pretorius & Klapwijk, 2016). Boonop het sleutelbevindinge van dieselfde studie getoon dat 78% van graad 4-leerders in Suid-Afrika nie oor basiese leesvaardighede beskik teen die einde van die graad 4-skooljaar nie. Daarom moet die leesbegripstandaard in die Intermediêre Fase (graad 4 tot 6) van Suid-Afrika dringend heroorweeg word. Hierdie studie het ondersoek ingestel na hoe Keuseteorie, 'n interne sielkunde en verduideliking van menslike gedrag, 'n grondslag kan verskaf om die eksplisiete onderrig van die vier leesbegripstrategieë van Resiprokale Onderrig te bevorder. Die studie het uitgelig dat Keuseteorie in die onderwys 'n intrinsieke model van onderrig verskaf wat aangewend kan word om die onderrig van leesbegrip in die Intermediêre Fase (Graad 4 tot 6) te bevorder. Hierdie studie is 'n werklike poging om die fokus van die leerders na die onderwysers te verskuif wat nie doeltreffend opgelei is om Resiprokale Onderrig leesbegripstrategieë eksplisiet te onderrig nie. Die studie is gebaseer op die teoretiese raamwerk van Sosiale Konstruktivisme, Keuseteorie en Resiprokale Onderrig as onderliggende teorieë vir die ontwikkeling van die onderrig van leesbegrip. 'n Kwalitatiewe navorsingsbenadering is gebruik om sin te maak uit deelnemers se ervaring van Keuseteorie en Resiprokale Onderrig. Vir die doel van hierdie kwalitatiewe navorsing is 'n enkelgevallestudie as navorsingsontwerp gekies om in-diepte inligting van die deelnemers te verkry. Data is ingesamel deur klaskamerwaarnemings, semi-gestruktureerde onderhoude, fokusgroepvergaderings en reflektiewe joernale van onderwysers. Die data van waarnemings en onderhoude is getrianguleer om bevindinge te bevestig of te weerlê en het gehelp om die subjektiewe vooroordeel van die individu te beheer of reg te stel. Die navorser het ATLAS.ti, 'n CAQDAS-sagtewareprogram, gebruik om die data te bestuur en te manipuleer. Doctoral 2023-03-06T14:43:23Z 2023-08-14T08:59:23Z 2023-03-06T14:43:23Z 2023-08-14T08:59:23Z 2023-03 Thesis https://scholar.sun.ac.za/handle/10019.1/127483 en_ZA Stellenbosch University xv, 268 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Reading comprehension Group work in education Rational choice theory Reading comprehension -- Study and teaching (Elementary) UCTD Messina, Mitchell Utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase (grades 4 to 6) |
| title | Utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase (grades 4 to 6) |
| title_full | Utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase (grades 4 to 6) |
| title_fullStr | Utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase (grades 4 to 6) |
| title_full_unstemmed | Utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase (grades 4 to 6) |
| title_short | Utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase (grades 4 to 6) |
| title_sort | utilising choice theory and reciprocal teaching to promote the teaching of reading comprehension in the intermediate phase grades 4 to 6 |
| topic | Reading comprehension Group work in education Rational choice theory Reading comprehension -- Study and teaching (Elementary) UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/127483 |
| work_keys_str_mv | AT messinamitchell utilisingchoicetheoryandreciprocalteachingtopromotetheteachingofreadingcomprehensionintheintermediatephasegrades4to6 |