South African Journal of Childhood Education 6(1):a367 Improving South African third graders’ reading skills : lessons learnt from the use of Guided Reading approach
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2016
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
8 p.
Subject
Early childhood education, Primary education, Foundation Phase, Guided Reading programme, Childhood literacy, Teacher professional development, Literacy leadership, South Africa
Tags
Abstract
This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activities.
Description
Article
Number of Copies
1
