The Benefits of an Extensive Reading Programme Implemented in Two Foundation Phase Classrooms in the Eastern Cape, South Africa

Autor/in	Nkomo, Sibhekinkosi A.
Titel	The Benefits of an Extensive Reading Programme Implemented in Two Foundation Phase Classrooms in the Eastern Cape, South Africa
Quelle	In: Reading & Writing: Journal of the Literacy Association of South Africa, 12 (2021) 1, Artikel 290 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nkomo, Sibhekinkosi A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Foreign Countries; Reading Programs; Program Effectiveness; Grade 3; Elementary School Students; Language of Instruction; Bilingual Students; African Languages; English (Second Language); Recreational Reading; Reading Attitudes; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Häusliche Lektüre; Reading behavior; Rading behaviour; Leseverhalten; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: This article reports on a responsive extensive reading programme (ERP), involving Grade 3 learners at two primary schools in the Eastern Cape over a duration of 20 weeks. Objectives: The sociocultural perspective of learning guided the implementation of the ERP which aimed at providing learners with opportunities to read books for pleasure in their preferred language. Method: Learners had a choice to talk about their reading in isiXhosa, their home language, or English, which is their first additional language. In supporting the long-term goal of being bilingual, learners were encouraged to see themselves as emergent bilinguals who have reasons to use both languages as young scholars and in future. Results: Data collected through a post-intervention questionnaire, learners' reading logs and observations illuminated interesting findings which show that learners benefited from the ERP. Conclusion: The benefits of participating in the ERP were observed in the learners' acquisition of new knowledge (cognitive benefits), transformation in their attitude towards reading (affective benefits), and they began to take agency of their reading (social benefits). Contribution: This study demonstrates the cognitive, affective, and social benefits of introducing learners to reading for pleasure as early as in the Foundation Phase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01