- Title
- An investigation into the effect of an Extensive Reading Programme on bilingual Grade 3 learners’ reading attitudes in two primary schools in Grahamstown
- Creator
- Nkomo, Sibhekinkosi Anna
- ThesisAdvisor
- Hendricks, Monica
- ThesisAdvisor
- Mbelani, Madeyandile
- Date
- 2017
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD
- Type
- text
- Identifier
- http://hdl.handle.net/10962/7723
- Identifier
- vital:21289
- Description
- The focus of this study is to explore formative intervention of a bilingual Extensive Reading Programme (ERP) in two Grade 3 classes in Grahamstown, South Africa. ERP involves access to large quantities of reading materials for pleasure and to reading opportunities (Bamford & Day, 2002; Krashen 2004). The current focus on measurable reading achievement in clearly defined areas such as vocabulary, fluency and comprehension has resulted in reduced attention towards the affective component in relation to literacy development, and links attitudes to reading success. This study helps to fill this gap by examining the effect of an ERP on the reading attitudes of Grade 3 learners. The study draws on Cultural Historical Activity Theory (CHAT) to make sense of learning and social change through mediation, scaffolding, interaction and collaboration learning. The ERP is located within a broad framework of literacy and incorporates a balanced reading approach implemented in an informal reading setting so as to motivate, encourage and nurture reading for enjoyment. This formative intervention used expansive learning cycles to develop a responsive ERP that was implemented and evaluated to investigate its effects on learners’ reading attitude. There were three phases (pre-, during- and post- intervention) that were designed over 31 weeks where rich, qualitative data was collected from questionnaires, observations, learners’ drawings and interviews. To make sense of this data, concepts from CHAT such as contradictions, expansive learning, double stimulation, transformative agency and sustainability were used (Engestrom & Sannino, 2010; Haapasaari & Kerosuo, 2015; Saninno, 2015). In addition, Mathewson’s (1994) reading attitude model addressed the attitudinal aspects of the study whilst a multimodal social semiotic perspective (Kress & Van Leeuwen, 1996) was used to analyse learners’ drawings. The findings of this study demonstrate the effectiveness of combining top-down and bottom-up reading methodologies. In both research sites there was appreciable change in the number of books learners read. Learners also began to volunteer to read and participated in book talks. Through access to a variety of reading materials and reading opportunities, learners demonstrated agency, criticising some ERP practices and modelling new ways, thus claiming and sustaining the reading programme. Being provided with a safe, informal learning context where reading was presented as a social activity, learners gained confidence, engaged in meaningful discussions and improved their self- esteem. Finally, learners continue to access these resources even beyond the research programme.
- Format
- 471 leaves, pdf
- Publisher
- Rhodes University, Faculty of Humanities, Institute for the Study of English in Africa
- Language
- English
- Rights
- Nkomo, Sibhekinkosi Anna
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| View Details | SOURCE1 | Adobe Acrobat PDF | 21 MB | Adobe Acrobat PDF | View Details |