Abstract

ARENDS, Kelsi J.  and  FONSECA, Kathleen. From word recognition skills to reading for the meaning of a science text. SAJCE [online]. 2024, vol.14, n.1, pp.1-8. ISSN 2223-7682.  http://dx.doi.org/10.4102/sajce.v14i1.1323.

BACKGROUND: Although the reading of science texts has been reported for high school learners, there is not much research on how younger learners engage with expository texts and how they develop academic language skills. In the instance of this study, the topic came from the curriculum content about animal reproduction AIM: The study from which this article emanated aimed to explore how a sample of learners engaged with a short text, which required cohesive reading and some background knowledge and vocabulary SETTING: This study was conducted in a suburban school where the learners use English as a second language METHODS: A sample (n = 25) was randomly selected from five Grade 4 classes. Their reading comprehension of a custom-designed test was assessed, along with their writing competence in their responses to content questions as well as their drawings. The data were analysed in a typical content analysis modality RESULTS: This study showed that the learners do not apply inferencing skills and do not read cohesively across sentences and paragraphs and that their vocabulary and prior knowledge of animal reproduction is limited CONCLUSION: The urgent need for the development of academic language skills in the early grades is foregrounded in this article, arguing that it can be infused in subjects across the curriculum of the early grades CONTRIBUTION: The task can be used by teachers and by researchers who may wish to replicate the study

Keywords : middle school; reading comprehension; science texts; qualitative data; intermediate phase.

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