‘Failing to progress’ or not being supported to make progress? Examining variability in reading

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Belden Liswaniso
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引用次数: 0

Abstract

Background: By Grade 4, learners should be able to read fluently and comprehend reading materials at their grade level. However, many learners in Africa, particularly in the Namibian context, seem to go through the primary phase with poor reading skills.Aim: This article examines the overall reading growth of Grade 5 learners, and then disaggregates performance according to grade age level and older Grade 5 learners in intervention and control schools.Setting: Data for this study were collected from four low performing schools in the Zambezi Region of north-eastern Namibia.Methods: Data are drawn from a quasi-experimental study in which teachers in intervention schools were provided with ongoing support over 4 months to enhance their content and pedagogical knowledge about reading, with the ultimate goal of improving Grade 5 learners’ reading outcomes.Results: While reading scores were generally low across the schools, differential effects in terms of age clearly emerged. Significant differences emerged between grade-appropriate age groups (10 and 11-year-olds) and older learners (12–16-year-olds) in all the assessments, with older learners, expected to be cognitively more mature, showing the least progress. The results also showed better progress across age groups in intervention schools than in control schools.Conclusion: The findings indicate that explicit reading instructional practices can lead to significant gains in reading even among learners showing low reading scores in poor schooling contexts.Contribution: This study contributes to the knowledge of the factors that influence reading progress and learning among children in low-performing schools in low socioeconomic contexts.
“未能取得进展”还是没有人支持取得进展?检查阅读的可变性
背景:到四年级时,学习者应该能够流利地阅读并理解他们年级水平的阅读材料。然而,非洲的许多学习者,特别是纳米比亚的学习者,似乎在初级阶段阅读能力较差。目的:本文考察了五年级学生的整体阅读增长情况,然后根据干预和控制学校的年级年龄水平和年龄较大的五年级学生对其表现进行了分类。背景:本研究的数据来自纳米比亚东北部赞比西地区的四所表现不佳的学校,最终目标是提高五年级学生的阅读成绩。结果:虽然各学校的阅读成绩普遍较低,但年龄方面的差异效应明显显现。在所有评估中,适龄年龄组(10岁和11岁)和年龄较大的学习者(12-16岁)之间存在显著差异,年龄较大的学生预计认知更成熟,进步最小。研究结果还显示,干预学校的各个年龄组的进步都比对照学校好。结论:研究结果表明,即使在学习成绩较差的学生中,显性阅读教学实践也能显著提高阅读成绩。贡献:这项研究有助于了解在低社会经济背景下,影响低成绩学校儿童阅读进度和学习的因素。
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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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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