A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools
- Authors: Sibanda, Lucy
- Date: 2013
- Subjects: Science -- Study and teaching (Primary) -- Textbooks Reading comprehension -- Study and teaching (Primary) -- South Africa English language -- Textbooks for foreign speakers English language -- Study and teaching (Primary) -- Foreign speakers Education, Primary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1892 , http://hdl.handle.net/10962/d1006083
- Description: This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
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- Authors: Sibanda, Lucy
- Date: 2013
- Subjects: Science -- Study and teaching (Primary) -- Textbooks Reading comprehension -- Study and teaching (Primary) -- South Africa English language -- Textbooks for foreign speakers English language -- Study and teaching (Primary) -- Foreign speakers Education, Primary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1892 , http://hdl.handle.net/10962/d1006083
- Description: This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
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An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
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- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
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Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors
- Authors: Vale, Pamela
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Communication in foreign language education -- Research -- South Africa Communication in foreign language education -- Research -- South Africa Education, Secondary -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1397 , http://hdl.handle.net/10962/d1001774
- Description: Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
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- Authors: Vale, Pamela
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Communication in foreign language education -- Research -- South Africa Communication in foreign language education -- Research -- South Africa Education, Secondary -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1397 , http://hdl.handle.net/10962/d1001774
- Description: Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
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Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context
- Authors: Jackson, Mary-Jane
- Date: 2013
- Subjects: Reading comprehension Language and education -- South Africa -- Eastern Cape English language -- Study and teaching (Elementary) -- Foreign speakers Xhosa language -- Study and teaching (Elementary) Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1905 , http://hdl.handle.net/10962/d1006353
- Description: Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
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- Authors: Jackson, Mary-Jane
- Date: 2013
- Subjects: Reading comprehension Language and education -- South Africa -- Eastern Cape English language -- Study and teaching (Elementary) -- Foreign speakers Xhosa language -- Study and teaching (Elementary) Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1905 , http://hdl.handle.net/10962/d1006353
- Description: Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
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Positions on the mat : a micro-ethnographic study of teachers' and learners' co-construction of an early literacy practice
- Authors: Van der Mescht, Caroline
- Date: 2013 , 2013-06-10
- Subjects: Literacy -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English literature -- Study and teaching (Primary) -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape Teachers -- Psychology Language and culture
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1836 , http://hdl.handle.net/10962/d1004333
- Description: Thesis embargoed until end of 2023. , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Authors: Van der Mescht, Caroline
- Date: 2013 , 2013-06-10
- Subjects: Literacy -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English literature -- Study and teaching (Primary) -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape Teachers -- Psychology Language and culture
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1836 , http://hdl.handle.net/10962/d1004333
- Description: Thesis embargoed until end of 2023. , Adobe Acrobat 9.54 Paper Capture Plug-in
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