Despite ample evidence about the value of reading strategies in developing learners' comprehensio... more Despite ample evidence about the value of reading strategies in developing learners' comprehension skills and overall academic literacy, there continues to be very little explicit and continuous reading strategy instruction in classrooms, and teachers remain reluctant to take it on. A compounding factor seems to be that, at a teacher-training level, little attention is paid to the professional development of comprehension instruction. This study investigates to what extent student teachers' own use of reading strategies transfers to their teaching. A group of 61 student teachers were asked to read a text and complete a survey identifying the reading strategies they applied. They then compiled comprehension lesson plans which were analysed for evidence of strategy use. The results show that teachers' strategy use does not transfer to their teaching. This emphasises the need for the explicit teaching of comprehension development skills at teacher training level.
I report on teacher change in the context of a reading strategy instruction intervention. Reading... more I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.
The valuable role technology could play in literacy acquisition and instruction, especially for p... more The valuable role technology could play in literacy acquisition and instruction, especially for primary grade learners, is a promising area of research. This article describes a study about how strategy instruction taught through a blend of technology and more traditional teaching methods can aid reading comprehension. The study, which involved four grade 6 classes from two different schools in the Western Cape, focuses on three perceived needs: (1) a need for the improvement of reading comprehension in second-language learners, (2) a need for strategy instruction in teaching reading comprehension, and fi nally (3) a need for a blended-learning approach to strategy instruction. The discussion of the research results also highlights the main obstacles in the way of the effective use of a blended-learning approach.
... Page 11. i Acknowledgements/Bedankings I would like to extend my thanks and appreciation to: ... more ... Page 11. i Acknowledgements/Bedankings I would like to extend my thanks and appreciation to: ... society and economy‖. However, developing the ability to read successfully is not a simple process: ―reading, like thinking, is very complex‖ (Clay, 1991:320). Reading is ...
Despite ample evidence about the value of reading strategies in developing learners' comprehensio... more Despite ample evidence about the value of reading strategies in developing learners' comprehension skills and overall academic literacy, there continues to be very little explicit and continuous reading strategy instruction in classrooms, and teachers remain reluctant to take it on. A compounding factor seems to be that, at a teacher-training level, little attention is paid to the professional development of comprehension instruction. This study investigates to what extent student teachers' own use of reading strategies transfers to their teaching. A group of 61 student teachers were asked to read a text and complete a survey identifying the reading strategies they applied. They then compiled comprehension lesson plans which were analysed for evidence of strategy use. The results show that teachers' strategy use does not transfer to their teaching. This emphasises the need for the explicit teaching of comprehension development skills at teacher training level.
Much research exists about South African learners' low literacy and numeracy levels and about poo... more Much research exists about South African learners' low literacy and numeracy levels and about poorly performing schools. In contrast, there are far fewer detailed descriptions of instructional practices and what teachers are actually doing in their classrooms, and far less evidence exists of in-depth research attempts to understand in what way and why teachers may experience problems with the teaching of reading literacy, particularly reading comprehension. This article aims to contribute to narrowing that gap by reviewing recent South African research on classroom comprehension instruction and obtaining information from teachers about how they perceive themselves as readers, what their teaching context is, what they claim to be doing about reading in their classrooms, and to match these responses with ANA results at their schools. Data were obtained through a quantitative questionnaire from 159 teachers at 30 schools across three provinces. The results show that many teachers are not themselves immersed in rich reading practices, many teachers claim to be doing more than is reflected in their schools' literacy results, and in general teachers don't seem to have a clear understanding of reading concepts, reading development and reading methodology.
This article investigates university students’ attitudes and perceptions about language in a mult... more This article investigates university students’ attitudes and perceptions about language in a multilingual country where most instruction is in English and annual national literacy results have been declining for at least 15 years. Despite this decline, English seems to be entrenched as the language of instruction, and at university it seems a foregone conclusion that instruction will occur in English. Bourdieu’s concept of linguistic capital is offered as an explanation for the preponderance of English, but the question is posed: Is the dominance of English as simple as desiring linguistic capital? Do students really regard English as critical to success, and if so, is it to the exclusion of their home languages? The results show that students invest considerable effort in learning English, but not to the exclusion of their home language and with little desire to assimilate with the English culture. The results also provide interesting and sometimes contrasting insights into students’ desired language of instruction.
One of the enduring problems of South African educational policy changes in the past 20 years is ... more One of the enduring problems of South African educational policy changes in the past 20 years is the fact that curricula, legislation and policies have changed radically while the staff complement has remained relatively stable. Despite a progressive national language policy, schools have increasingly introduced English as the sole language of learning and teaching (LoLT), preferably from the earliest grades. In all the debate about the ‘best’ language of learning and teaching, however, there seems to be a missing voice: that of the teacher. Using an analytical framework developed by Richard Baldauf, this study shows how a focus on micro level language planning activities is important for teacher development and language policy implementation. When debating language issues, particularly the language of learning and teaching, teachers do not have a big enough say or may not be fully aware of alternative models for multilingual classes. This study brings the teacher’s voice to the language policy debate. The results show that teachers are keenly aware of the multilingual context and their views and decision-making processes reflect this awareness
Literacy statistics show that South African learners’ comprehension ability is generally poor and... more Literacy statistics show that South African learners’ comprehension ability is generally poor and in some cases seems to be getting poorer. At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem to include a lack of proper teacher training in comprehension instruction, teachers remaining unconvinced about the value of strategy instruction, and concerns that strategy instruction is time consuming and difficult to learn and teach. This article reports on the effect of a reading comprehension instruction course on university student teachers’ lesson planning, strategy use and views about comprehension instruction. The course formed part of a teacher training module and centered on a reading strategy instruction framework designed to enhance comprehension instruction across all subjects in an easy-to-use manner. The article shows that strategy instruction can be taken up successfully in a relatively short time period, and that most existing concerns about strategy instruction can be addressed through in-depth training.
Comprehension is a critical part of the reading process, and yet learners continue to struggle wi... more Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of 'language teaching', and is therefore viewed as the so-called 'language teacher's' domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.
How can I measure my learners' reading ability in order to manage my instruction more effectively... more How can I measure my learners' reading ability in order to manage my instruction more effectively?' This seems to be the refrain of many teachers these days. However, while teachers are taught new methods of instruction and new reading methods, they do not seem to be taught about reliable ways to measure their learners' reading-related ability independently. In this article, a recommendation is made for the use of two measurements by teachers: a word reading test (which measures word recognition) and Cloze tests (which measure a reader's ability to comprehend at more than word level). While acknowledging the difficulties related to measuring reading ability, in particular comprehension, the author of this article provides evidence that, when combined, a word reading test and a Cloze test can provide teachers with a reliable indicator of their learners' reading-related abilities. The article concludes with a list of benefits that can be gained from obtaining such measurements.
Although research has shown that reading strategy instruction benefits poor readers, research als... more Although research has shown that reading strategy instruction benefits poor readers, research also shows that teachers continue to struggle with reading strategy instruction and remain resistant to its implementation for various reasons. This article reports on the analysis of quantitative data which formed part of a larger, mixed-method study. The study, which sought to create a framework for reading strategy instruction in Grades 4 to 6 through a predominantly qualitative focus, used quantitative data to, among others, provide evidence of whether strategy knowledge transfer is measurable. This article provides evidence that strategy knowledge transfer is measurable and can, therefore, be used as motivation for teachers to implement reading strategy instruction in a sustainable fashion.
Despite ample evidence about the value of reading strategies in developing learners' comprehensio... more Despite ample evidence about the value of reading strategies in developing learners' comprehension skills and overall academic literacy, there continues to be very little explicit and continuous reading strategy instruction in classrooms, and teachers remain reluctant to take it on. A compounding factor seems to be that, at a teacher-training level, little attention is paid to the professional development of comprehension instruction. This study investigates to what extent student teachers' own use of reading strategies transfers to their teaching. A group of 61 student teachers were asked to read a text and complete a survey identifying the reading strategies they applied. They then compiled comprehension lesson plans which were analysed for evidence of strategy use. The results show that teachers' strategy use does not transfer to their teaching. This emphasises the need for the explicit teaching of comprehension development skills at teacher training level.
I report on teacher change in the context of a reading strategy instruction intervention. Reading... more I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.
The valuable role technology could play in literacy acquisition and instruction, especially for p... more The valuable role technology could play in literacy acquisition and instruction, especially for primary grade learners, is a promising area of research. This article describes a study about how strategy instruction taught through a blend of technology and more traditional teaching methods can aid reading comprehension. The study, which involved four grade 6 classes from two different schools in the Western Cape, focuses on three perceived needs: (1) a need for the improvement of reading comprehension in second-language learners, (2) a need for strategy instruction in teaching reading comprehension, and fi nally (3) a need for a blended-learning approach to strategy instruction. The discussion of the research results also highlights the main obstacles in the way of the effective use of a blended-learning approach.
... Page 11. i Acknowledgements/Bedankings I would like to extend my thanks and appreciation to: ... more ... Page 11. i Acknowledgements/Bedankings I would like to extend my thanks and appreciation to: ... society and economy‖. However, developing the ability to read successfully is not a simple process: ―reading, like thinking, is very complex‖ (Clay, 1991:320). Reading is ...
Despite ample evidence about the value of reading strategies in developing learners' comprehensio... more Despite ample evidence about the value of reading strategies in developing learners' comprehension skills and overall academic literacy, there continues to be very little explicit and continuous reading strategy instruction in classrooms, and teachers remain reluctant to take it on. A compounding factor seems to be that, at a teacher-training level, little attention is paid to the professional development of comprehension instruction. This study investigates to what extent student teachers' own use of reading strategies transfers to their teaching. A group of 61 student teachers were asked to read a text and complete a survey identifying the reading strategies they applied. They then compiled comprehension lesson plans which were analysed for evidence of strategy use. The results show that teachers' strategy use does not transfer to their teaching. This emphasises the need for the explicit teaching of comprehension development skills at teacher training level.
Much research exists about South African learners' low literacy and numeracy levels and about poo... more Much research exists about South African learners' low literacy and numeracy levels and about poorly performing schools. In contrast, there are far fewer detailed descriptions of instructional practices and what teachers are actually doing in their classrooms, and far less evidence exists of in-depth research attempts to understand in what way and why teachers may experience problems with the teaching of reading literacy, particularly reading comprehension. This article aims to contribute to narrowing that gap by reviewing recent South African research on classroom comprehension instruction and obtaining information from teachers about how they perceive themselves as readers, what their teaching context is, what they claim to be doing about reading in their classrooms, and to match these responses with ANA results at their schools. Data were obtained through a quantitative questionnaire from 159 teachers at 30 schools across three provinces. The results show that many teachers are not themselves immersed in rich reading practices, many teachers claim to be doing more than is reflected in their schools' literacy results, and in general teachers don't seem to have a clear understanding of reading concepts, reading development and reading methodology.
This article investigates university students’ attitudes and perceptions about language in a mult... more This article investigates university students’ attitudes and perceptions about language in a multilingual country where most instruction is in English and annual national literacy results have been declining for at least 15 years. Despite this decline, English seems to be entrenched as the language of instruction, and at university it seems a foregone conclusion that instruction will occur in English. Bourdieu’s concept of linguistic capital is offered as an explanation for the preponderance of English, but the question is posed: Is the dominance of English as simple as desiring linguistic capital? Do students really regard English as critical to success, and if so, is it to the exclusion of their home languages? The results show that students invest considerable effort in learning English, but not to the exclusion of their home language and with little desire to assimilate with the English culture. The results also provide interesting and sometimes contrasting insights into students’ desired language of instruction.
One of the enduring problems of South African educational policy changes in the past 20 years is ... more One of the enduring problems of South African educational policy changes in the past 20 years is the fact that curricula, legislation and policies have changed radically while the staff complement has remained relatively stable. Despite a progressive national language policy, schools have increasingly introduced English as the sole language of learning and teaching (LoLT), preferably from the earliest grades. In all the debate about the ‘best’ language of learning and teaching, however, there seems to be a missing voice: that of the teacher. Using an analytical framework developed by Richard Baldauf, this study shows how a focus on micro level language planning activities is important for teacher development and language policy implementation. When debating language issues, particularly the language of learning and teaching, teachers do not have a big enough say or may not be fully aware of alternative models for multilingual classes. This study brings the teacher’s voice to the language policy debate. The results show that teachers are keenly aware of the multilingual context and their views and decision-making processes reflect this awareness
Literacy statistics show that South African learners’ comprehension ability is generally poor and... more Literacy statistics show that South African learners’ comprehension ability is generally poor and in some cases seems to be getting poorer. At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem to include a lack of proper teacher training in comprehension instruction, teachers remaining unconvinced about the value of strategy instruction, and concerns that strategy instruction is time consuming and difficult to learn and teach. This article reports on the effect of a reading comprehension instruction course on university student teachers’ lesson planning, strategy use and views about comprehension instruction. The course formed part of a teacher training module and centered on a reading strategy instruction framework designed to enhance comprehension instruction across all subjects in an easy-to-use manner. The article shows that strategy instruction can be taken up successfully in a relatively short time period, and that most existing concerns about strategy instruction can be addressed through in-depth training.
Comprehension is a critical part of the reading process, and yet learners continue to struggle wi... more Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of 'language teaching', and is therefore viewed as the so-called 'language teacher's' domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.
How can I measure my learners' reading ability in order to manage my instruction more effectively... more How can I measure my learners' reading ability in order to manage my instruction more effectively?' This seems to be the refrain of many teachers these days. However, while teachers are taught new methods of instruction and new reading methods, they do not seem to be taught about reliable ways to measure their learners' reading-related ability independently. In this article, a recommendation is made for the use of two measurements by teachers: a word reading test (which measures word recognition) and Cloze tests (which measure a reader's ability to comprehend at more than word level). While acknowledging the difficulties related to measuring reading ability, in particular comprehension, the author of this article provides evidence that, when combined, a word reading test and a Cloze test can provide teachers with a reliable indicator of their learners' reading-related abilities. The article concludes with a list of benefits that can be gained from obtaining such measurements.
Although research has shown that reading strategy instruction benefits poor readers, research als... more Although research has shown that reading strategy instruction benefits poor readers, research also shows that teachers continue to struggle with reading strategy instruction and remain resistant to its implementation for various reasons. This article reports on the analysis of quantitative data which formed part of a larger, mixed-method study. The study, which sought to create a framework for reading strategy instruction in Grades 4 to 6 through a predominantly qualitative focus, used quantitative data to, among others, provide evidence of whether strategy knowledge transfer is measurable. This article provides evidence that strategy knowledge transfer is measurable and can, therefore, be used as motivation for teachers to implement reading strategy instruction in a sustainable fashion.
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Papers by Nanda Klapwijk
course formed part of a teacher training module and centered on a reading strategy instruction framework designed to enhance comprehension instruction across all subjects in an easy-to-use manner. The article shows that strategy instruction can be taken up successfully in a relatively short time period, and that most existing concerns about strategy instruction can be addressed through in-depth training.
course formed part of a teacher training module and centered on a reading strategy instruction framework designed to enhance comprehension instruction across all subjects in an easy-to-use manner. The article shows that strategy instruction can be taken up successfully in a relatively short time period, and that most existing concerns about strategy instruction can be addressed through in-depth training.