Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study
Higher-order comprehension skills are necessary to understand a text, yet many South African learners have not been taught these skills. The aim of this study is to explicitly teach higher-order reading comprehension strategies to a Grade 2 learner who could not read for meaning. This study is base...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of the Free State
2021-06-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | https://journals.ufs.ac.za/index.php/pie/article/view/4417 |
| _version_ | 1797320565870034944 |
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| author | Pralene Schmidt Janet Condy Chantyclaire Tiba |
| author_facet | Pralene Schmidt Janet Condy Chantyclaire Tiba |
| author_sort | Pralene Schmidt |
| collection | DOAJ |
| description |
Higher-order comprehension skills are necessary to understand a text, yet many South African learners have not been taught these skills. The aim of this study is to explicitly teach higher-order reading comprehension strategies to a Grade 2 learner who could not read for meaning. This study is based upon Vygotsky’s Social Constructivist theory. Data were collected through pre- and post-tests, an intervention programme, interviews and classroom observations. The findings suggest that the learner acquired higher order thinking skills after being taught reading comprehension strategies. The teacher guided, paced and modelled the learner’s reading progress, creating a safe learning environment. The results suggest that teaching higher-order comprehension strategies and creating safe learning environments had an impact on developing the Grade 2 learner’s higher-order thinking skills.
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| first_indexed | 2024-03-08T04:41:59Z |
| format | Article |
| id | doaj.art-86e524c6b4024096b3356f2c8f8d0ea0 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-03-08T04:41:59Z |
| publishDate | 2021-06-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-86e524c6b4024096b3356f2c8f8d0ea02024-02-08T11:52:46ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2021-06-01392Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case studyPralene Schmidt0Janet Condy1Chantyclaire Tiba2Cape Peninsula University of Technology, South AfricaCape Peninsula University of Technology, South AfricaCape Peninsula University of Technology, South Africa Higher-order comprehension skills are necessary to understand a text, yet many South African learners have not been taught these skills. The aim of this study is to explicitly teach higher-order reading comprehension strategies to a Grade 2 learner who could not read for meaning. This study is based upon Vygotsky’s Social Constructivist theory. Data were collected through pre- and post-tests, an intervention programme, interviews and classroom observations. The findings suggest that the learner acquired higher order thinking skills after being taught reading comprehension strategies. The teacher guided, paced and modelled the learner’s reading progress, creating a safe learning environment. The results suggest that teaching higher-order comprehension strategies and creating safe learning environments had an impact on developing the Grade 2 learner’s higher-order thinking skills. https://journals.ufs.ac.za/index.php/pie/article/view/4417Explicit teachingHigher order thinking skillsInferencesReading comprehensionReading for meaningSocial constructivist theory |
| spellingShingle | Pralene Schmidt Janet Condy Chantyclaire Tiba Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study Perspectives in Education Explicit teaching Higher order thinking skills Inferences Reading comprehension Reading for meaning Social constructivist theory |
| title | Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study |
| title_full | Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study |
| title_fullStr | Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study |
| title_full_unstemmed | Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study |
| title_short | Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study |
| title_sort | teaching higher order comprehension strategies to a grade 2 learner who struggled to read for meaning a case study |
| topic | Explicit teaching Higher order thinking skills Inferences Reading comprehension Reading for meaning Social constructivist theory |
| url | https://journals.ufs.ac.za/index.php/pie/article/view/4417 |
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