Learner Support for Reading Problems in Grade 3 in Full-Service Schools in the Gauteng Province

Autor/in	Phala, Thembi
Titel	Learner Support for Reading Problems in Grade 3 in Full-Service Schools in the Gauteng Province
Quelle	In: South African Journal of Education, 43 (2023) 1, Artikel 2144 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Phala, Thembi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Reading Difficulties; Grade 3; Reading Instruction; Elementary School Teachers; Elementary School Students; Teaching Methods; Student Needs; Teacher Role; Barriers; Reading Teachers; Cooperation; Student Participation; Scaffolding (Teaching Technique); South Africa + Suchen Sie Ihr Suchwort? Ausland; Reading difficulty; Leseschwierigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Co-operation; Kooperation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In South Africa, the issue of learning to read is an area of concern. While studies have focused on reading problems in the Foundation Phase, little is known about this issue in full-service schools. In light of this, the aim of this study was to explore how Grade 3 teachers supported learners who experienced reading problems in full-service schools. Vygotsky's sociocultural theory was used to understand the meaning-making of Grade 3 teachers in the context of reading. This qualitative study with a case study design was conducted in 3 full-service schools in the Tshwane North district in the Gauteng province. Participants included 6 learner-support teachers and 11 Grade 3 class teachers. Data were produced using semi-structured interviews. The findings show that the methods of reading and modes of working to support learners are complex, varied, and largely teacher-driven. This set of circumstances highlight the need for co-construction of reading with learners and the addressing of specific barriers to learning to read. This was somewhat evident among the specialist teachers but not sufficiently robust. This study raises questions for professional development for reading problems in the Foundation Phase. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01