TEACHING ENGLISH READING COMPREHENSION TO GRADE 2 FIRST ADDITIONAL ...

249 Pages·2017·14.69 MB·English

by  Nadia Swanepoel

TEACHING ENGLISH READING COMPREHENSION TO GRADE 2

FIRST ADDITIONAL LANGUAGE LEARNERS

by

Nadia Swanepoel

Submitted in partial fulfilment of the requirements for the degree

MAGISTER EDUCATIONIS

Faculty of Education, University of Pretoria

Supervisor:

Dr. J.C. van Heerden
Co-supervisor:
Prof. C.G. Hartell

September 2016

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© University of Pretoria
Declaration of Authorship and Copyright Waiver

I declare that this work is my own and that this has been written in my own words. All
citations from literature have been acknowledged in-text and referenced in full.

I understand that all my rights with regard to intellectual property in the work vest in the
University of Pretoria who has the right to produce, distribute and/or publish the work in any
manner considered fit.

My supervisor and I agree that, subject to the authorization of the University as owner of all

intellectual property rights in this work, the approved version may be placed in the UPeTD
archive with the following status: Release the entire work immediately for worldwide access

Signature student Date

Signature supervisor Date

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© University of Pretoria
Dedication

I dedicate this work to my loving

Ouma Jo

(Johanna Elizabeth Pullinger)

Thank you for teaching me that quitting is never an option - never!

Happy 80th birthday!

~Nothing can dim the light that shines from within~

- Maya Angelou -

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© University of Pretoria
Acknowledgements

Dr. Judy van Heerden: A journey of a thousand miles begins with a single step. You have

inspired and motivated me right from the first step taken in 2014. Thank you for your
unconditional support and keeping a motherly eye over me while remaining my supervisor.

Prof. Cycil Hartell as my co-supervisor: Thank you for your objective reasoning and knowledge

that you provided so freely. I truly value your insight and dedication. Thank you for believing
in me.

Prof. Gerrit Kamper: Thank you for your insight and meaningful advice regarding the structure
of the first three chapters.

Prof. Joan Fairhurst and Mrs. Ingrid Booysen: Thank you for your expertise in the language
and technical editing of my dissertation. I appreciate all the time and effort you invested in my
work.

Mr. Tony Moen: Your assistance with the translation of the abstract from English to Afrikaans
is highly appreciated.

MIJOY Printing: Thank you for always assisting me with a smile and delivering work of the
highest quality. I value your professionalism and prompt service.

Raphael Akanmidu: Thank you for your kind assistance and prompt replies on enquiries
regarding ethical matters. Your expertise will be greatly missed. Rest in peace.

The University of Pretoria: Thank you for your financial support in the form of a bursary.

The participants of each English independent school included in the study: Thank you for

sharing your knowledge and love for teaching with me.

Amy Buys, my travel companion: Thank you for sharing every step of the way with me despite

the numerous battles you had to fight along your own journey.

Janet Strauss and Ilse du Toit: Having undertaken a similar journey ahead of me, your

empathy and insight into the guts and glory of research served as a pillar of strength and

continued motivation.

Rika Geyser: Thank you for your unconditional support and your open door policy. The

planned and unplanned visits and perspective that comes with wine-and-dine therapy, makes
you more of a sister than my neighbour.

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© University of Pretoria
Natasja Aronsson, Chantelle Tarboton, Wendy Nieuwoudt and Riëtte Hartzenberg: Thank you
for lending a listening ear and an understanding shoulder at the most difficult times.
A huge thank you to family and friends from all walks of life: Your understanding, support and
interest shown in my work meant the world to me. Thank you to each and every one who
reached out to me.

Last but not least, my immediate family: Ouma Jo, Dad, Mom, Suzanne, Jandré, Rudolf and
Willem. Without your undivided support in every means possible, I would not have been able

to follow my dream. Thank you for being partners in my success.

All the glory to my Heavenly Father, Jesus Christ: Thank you for giving me the opportunity to

undertake this journey. Thank you for going ahead of me and providing angels across my

way to support me when I was weak. Thank you for always providing in each and every

need. Thank you for being my Rock of strength, the Light in my life and my Inspiration.

Let me glorify Your name through the manifestation of this work. I continue to trust in Your

ways and praise your name.

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© University of Pretoria
Table of Contents

Declaration of Authorship and Copyright Waiver i

Dedication ii

Acknowledgements iii

List of Tables x

List of Figures xii
Addenda xiii
Abbreviations and Acronyms xiv
Key Concepts xv
Certificate of Ethical Clearance xvi

Certificate of Language Editing xvii

Abstract xviii

Abstrak xix

Chapter 1: Overview and rationale 1

1.1 INTRODUCTION 1
1.2 RATIONALE FOR THE STUDY 3

1.3 THE IMPORTANCE OF READING WITH COMPREHENSION 4

1.4 PROBLEM STATEMENT 6
1.5 RESEARCH QUESTIONS 7
1.5.1 Primary research question 7

1.5.2 Secondary research questions 7

1.5.3 Working assumptions 8
1.6 CONCEPT CLARIFICATION 9
1.7 THE PURPOSE OF THE STUDY 11

1.8 THE METHODOLOGY 11

1.9 OUTLINE OF CHAPTERS 14
1.10 CONCLUSION 15

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Chapter 2: Contextual, conceptual and theoretical backgrounds:
investigating the literature 17

2.1 INTRODUCTION 17
2.1.1 The essence of reading comprehension 17
2.2 CONTEXTUAL BACKGROUND 19

2.2.1 Assessment policy for reading curriculum 19

2.2.2 Curriculum and Assessment Policy Statements for the Foundation Phase 20
2.2.3 Literacy levels of learners in South Africa 21
2.3 CONCEPTUAL BACKGROUND 22

2.3.1 Language development theories 22

2.3.1.1 The role of language development theories 22
2.3.1.2 The role of background knowledge in reading 23
2.3.1.3 Reading comprehension in English as FAL in the South African context 24
2.3.1.4 The role of inclusion in teaching reading comprehension in South Africa 25

2.3.2 Causes of poor reading comprehension 26

2.3.2.1 Reading cues within challenging reading material 27
2.3.2.2 Grading reading material according to the Fry graph 28
2.3.2.3 Teachers’ distance from comprehension instruction 28

2.3.2.4 The role of reading fluency in teaching reading comprehension 29

2.3.2.5 Reading anxiety 29
2.3.2.6 Affective, cognitive and contextual factors contributing to poor reading
comprehension 30

2.3.2.7 External and internal barriers that influence language development 31

2.3.3 Approaches to teach reading comprehension in English as FAL 33
2.3.3.1 Approaches to foster English reading comprehension 33
2.3.3.2 Exploring top-down strategies to fostering reading comprehension 35
2.3.3.3 Alternative top-down strategies 36

2.3.3.4 Exploring bottom-up strategies to fostering reading comprehension 38

2.3.3.5 Exploring the interactive approach to fostering reading comprehension 40
2.3.3.6 The role of vocabulary instruction in fostering reading comprehension 41
2.3.4 Assessment and evaluations aimed at improving reading comprehension 42

2.3.4.1 Assessment for word recognition 43

2.3.4.2 Assessment for reading comprehension 44
2.3.4.3 Assessment for reading age 44
2.3.4.4 Determining learners’ level of reading 44

2.3.5 Reading materials for Grade 2 45

2.3.6 Effective reading comprehension facilitators 46
2.3.7 The establish, maintain and consolidate framework (EMC) 47
2.4 THEORETICAL BACKGROUND 49

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2.4.1 Zone of proximal development 49
2.4.2 The theoretical aspects of Bloom’s Taxonomy 52

2.4.3 Applications of various theories to foster English reading comprehension 55

2.4.4 The role of the teacher during reading process 57
2.4.4.1 Before reading 57
2.4.4.2 During reading 59
2.4.4.3 After reading 59

2.4.5 Conceptual framework for reading comprehension 59

2.5 CONCLUDING REMARKS 62

Chapter 3: Research design and methods 64
3.1 INTRODUCTION 64

3.2 METHODOLOGICAL PARADIGM 64

3.2.1 Defining qualitative research 64

3.2.2 Criteria for selecting a research approach 66
3.2.2.1 The nature of the research problem and questions 66
3.2.2.2 The researcher’s personal preference for the choice of the research approach 67

3.2.2.3 Identification of the nature of the audience 68

3.2.4 The role of the researcher 69
3.3 METATHEORETICAL PARADIGM 70
3.3.1 Advantages, challenges and ways to overcome the challenges within the interpretive

paradigm 72

3.4 RESEARCH PROCESS 73
3.5 RESEARCH DESIGN: CASE STUDY RESEARCH 74
3.5.1 Defining case study research 74

3.5.2 Special features of case study research 77

3.5.3 Limitations and strengths of case study research 78
3.5.4 Misunderstandings regard ing case study research 79
3.5.5 Research method: Instrumental case study research 79
3.6 PARTICIPANTS AND RESEARCH SITES 80

3.6.1 An overview of participants and research sites 80

3.6.2 Selection of participants 81
3.7 DATA COLLECTION 82
3.7.1 Data collection procedures 82

3.7.1.1 Observations 84

3.7.1.2 Individual interviews 86
3.7.1.3 Reflection journal 89
3.7.2 Data recording procedures: Observation 89

3.7.2.1 Data recording procedures: Interviews 90

3.8 DATA ANALYSIS AND INTERPRETATION 91

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3.8.1 Data analysis process 93
3.9 TRUSTWORTHINESS 94

3.9.1 Credibility 94

3.9.2 Transferability 95
3.9.3 Dependability 96
3.9.4 Confirmability 96
3.9.5 Strategies to ensure validity and reliability 97

3.9.5.1 Triangulation 97

3.9.5.2 Member checking 97
3.9.5.3 Clarify the bias the researcher brings into the study 97
3.9.6 Presenting negative or discrepant information 97

3.10 ADHERENCE TO ETHICAL CONSIDERATIONS 98

3.11 ETHICAL ISSUES TO ANTICIPATE 98
3.12 CONCLUSION REMARKS 102

Chapter 4: Results of the study 103
4.1 INTRODUCTION 103
4.2 REFLECTING ON THE DATA COLLECTION PROCESS 104

4.3 REFLECTING ON THE PARTICIPANTS 105

4.4 DATA ANALYSIS 106
4.5 RESEARCH FINDINGS 107
4.5.1 THEME 1: Teachers’ understanding of English reading comprehension 107

4.5.1.1 Subtheme 1: Meaning of reading comprehension 108

4.5.1.2 Subtheme 2: Reading with understanding 109
4.5.2 THEME 2: Strategies for teaching English reading comprehension 111
4.5.2.1 Subtheme 1: Pre-comprehension strategies 111

4.5.2.2 Subtheme 2: Classroom practice 117

4.5.2.3 Subtheme 3: Resources used in teaching English reading comprehension 127
4.5.2.4 Subtheme 4: Making reading fun 131
4.5.2.5 Subtheme 5: Alternative strategies for teaching English reading
comprehension 135

4.5.3 THEME 3: Teachers as stakeholders 138

4.5.3.1 Subtheme 1: Adding value to the teaching of reading comprehension 138
4.5.3.2 Subtheme 2: Taking value away from teaching reading comprehension 141
4.5.4 THEME 4: Paradoxical views on reading comprehension 141

4.5.5 THEME 5: Factors which influence the teaching of English reading comprehension 146

4.5.5.1 Subtheme 1: Factors at home and school 146
4.5.5.2 Subtheme 2: Personal and emotional factors 147
4.5.5.3 Subtheme 3: Individual factors 149

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4.6 DISCUSSION 150
4.7 CONCLUSION 151

Chapter 5: Findings and recommendations 153

5.1 INTRODUCTION 153

5.2 REFLECTION OF CHAPTERS 153

5.2.1 Chapter 1 153
5.2.2 Chapter 2 153
5.2.3 Chapter 3 154

5.2.4 Chapter 4 154

5.2.5 Chapter 5 154

5.3 COMPARING RESEARCH RESULTS WITH RELEVANT LITERATURE 155

5.3.1 Comparing results to existing knowledge: supportive evidence 155

5.3.2 Comparing results to existing knowledge: contradictory evidence 161

5.3.3 Comparing results to existing knowledge: silences in literature 164
5.3.4 Comparing results to existing knowledge: new insights 166
5.4 ANSWERING OF RESEARCH QUESTIONS 167

5.4.1 Primary research question 167

5.4.2 Secondary research questions 169
5.4.2.1 Secondary research question: Number one 169
5.4.2.2 Secondary research question: Number two 170

5.4.2.3 Secondary research question: Number three 171

5.4.2.4 Secondary research question: Number four 173
5.5 LIMITATIONS 176
5.6 CONCLUSION 177

List of References 178

Addenda 183

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