No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape

Kelly A. Long, Tracy N. Bowles
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Abstract

Background: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners’ home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English.Aim: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English.Setting: This research examines the WSS programme in partnership with a local quintile three school.Methods: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme.Results: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks.Conclusion: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable.Contribution: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English.
不收费学校的成绩始终优于国际阅读和识字进步基准:介绍东开普省马坎达的低年级阅读数据
背景:2021 年国际阅读与识字进展报告》的结果使人们对南非初等教育的持续危机给予了强烈关注。为了解和解决持续存在的成绩不佳问题而开展的研究主要集中在教学语言(LOLT)与学习者母语相同的学校的扫盲学习和教学方面。尚未解决的问题是,许多英语第二语言(ESL)学习者在以英语为学习和教学语言的学校学习时,仍然面临着巨大的困境。目的:确定参与 "哨声停止学校"(WSS)低年级阅读计划对学习英语阅读的 ESL 学习者的阅读率和理解能力有多大影响:本研究考察了与当地一所三等学校合作开展的 "哨子停止学校 "计划:方法:采用了纵向定量二手数据,这些数据来自于该计划前六年中每年进行的口语阅读流利度和理解能力评估:结果:结果表明,参与 WSS 计划对学生的学习成绩产生了重大影响,参与该计划的学生的成绩明显优于未参与该计划的学生和现有的国家基准:结论:尽管 WSS 计划规模较小,但研究结果表明,只要方法得当,让每个 10 岁学生都能进行有意义阅读的国家目标是可以实现的:本研究旨在通过解决低年级阅读学习研究匮乏的问题,特别是针对以英语为 LOLT 的 ESL 学习者的研究,为南非围绕低年级阅读的全国性对话做出贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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