South African Journal of Childhood Education 4(3):a226 The reading literacy profiles of first-year BEd foundation phase students
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2014
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
19 p.
Subject
Early childhood education, Primary education, Foundation Phase, Reading, Profiles, Pre-service teachers, Assessment, Academic support, South Africa
Tags
Abstract
Reading is not simply an additional tool that students need at university; it constitutes the very process whereby learning occurs. Pre-service students are required to read prescribed course material which is predominantly in English. An overview of the reading literacy profiles of first-year BEd foundation phase students from diverse language backgrounds in a Faculty of Education Sciences indicates a diverse pattern of strengths and needs in terms of pseudo-word reading, spelling, oral reading fluency, vocabulary size and depth, and reading comprehension. An assessment and support rocket system for addressing the academic reading literacy needs of these students is discussed. This system seeks not only to facilitate success for all students but also to fulfil requirements of quality student outcomes and timely completion and throughput rates.
Description
Article
Number of Copies
1
