Serviços Personalizados
Artigo
Indicadores
Links relacionados
- Citado por Google
- Similares em Google
Compartilhar
South African Journal of Education
versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100
Resumo
PHALA, Thembi. Learner support for reading problems in Grade 3 in full-service schools in the Gauteng province. S. Afr. j. educ. [online]. 2023, vol.43, n.1, pp.1-10. ISSN 2076-3433. http://dx.doi.org/10.15700/saje.v43n1a2144.
In South Africa, the issue of learning to read is an area of concern. While studies have focused on reading problems in the Foundation Phase, little is known about this issue in full-service schools. In light of this, the aim of this study was to explore how Grade 3 teachers supported learners who experienced reading problems in full-service schools. Vygotsky's sociocultural theory was used to understand the meaning-making of Grade 3 teachers in the context of reading. This qualitative study with a case study design was conducted in 3 full-service schools in the Tshwane North district in the Gauteng province. Participants included 6 learner-support teachers and 11 Grade 3 class teachers. Data were produced using semi-structured interviews. The findings show that the methods of reading and modes of working to support learners are complex, varied, and largely teacher-driven. This set of circumstances highlight the need for co-construction of reading with learners and the addressing of specific barriers to learning to read. This was somewhat evident among the specialist teachers but not sufficiently robust. This study raises questions for professional development for reading problems in the Foundation Phase.
Palavras-chave : full-service schools; Grade 3; reading problems; support; Vygotsky.