Exploring Grade 8 English First Additional Language Learners' Reading Comprehension Challenges

Autor/inn/en	Agnitius Molwantoa; Florence M. Olifant; Madoda P. Cekiso
Titel	Exploring Grade 8 English First Additional Language Learners' Reading Comprehension Challenges
Quelle	In: Reading & Writing: Journal of the Literacy Association of South Africa, 16 (2025) 1, Artikel 556 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Agnitius Molwantoa) ORCID (Florence M. Olifant) ORCID (Madoda P. Cekiso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Forschungsbericht; Reading Comprehension; Reading Difficulties; Grade 8; English (Second Language); Second Language Learning; Second Language Instruction; Student Attitudes; Barriers; Reading Instruction; Parent Child Relationship; Illiteracy; Poverty; Pedagogical Content Knowledge; School Libraries; Secondary School Students; Vocabulary Development; Pronunciation; Phonemic Awareness; Short Term Memory; Prior Learning; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; School year 08; 8. Schuljahr; Schuljahr 08; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Leseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Analphabetismus; Armut; Pädagogische Kompetenz; School library; Schulbibliothek; Sekundarschüler; Wortschatzarbeit; Aussprache; Kurzzeitgedächtnis; Vorkenntnisse; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: Reading is valued as a critical aspect of literacy, but there is a concern about the regression in reading comprehension that remains a global issue. Consequently, most countries around the world are worried about learners' poor reading skills. Objectives: The study investigated the reading comprehension challenges of Grade 8 English First Additional Language (EFAL) learners. Method: This qualitative study used a case study design and thematic data analysis to process and analyse the data. The purposively selected sample for the focus group interviews consisted of 16 Grade 8 EFAL learners (eight girls and eight boys) from one secondary school in the Capricorn North District, Koloti Circuit. Results: Learners experience challenges with pronunciation and limited vocabulary during reading comprehension. The results further indicate that learners experience challenges due to teachers' inability to teach reading comprehension, low parental literacy, and poverty. The data analysis reported that the lack of a school library also contributed to reading comprehension challenges. Conclusion: The findings revealed that educators contributed towards learners' reading comprehension challenges. Contribution: This calls for in-service training for educators on how to teach learners with reading comprehension challenges. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/10