A school-based, balanced approach to early reading instruction for English additional language learners in grades one to four
Date
2008-03
Authors
Nathanson, Renee Riette
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
Given that schooling is compulsory and that the quality of literacy instruction that children
receive in the primary years lays the foundation for the rest of formal learning, management
and teachers are under strong pressure to ensure the improvement of literacy in schools. This
study reports on a literacy intervention directed at improving literacy instruction for seventytwo
English Additional Language (EAL) learners in grades one to four. The intervention
aimed to help teachers maximise teaching time through a theoretically sound approach that
balanced language experience, shared and guided reading and writing, and embedded phonics
and word level instruction within the context of reading and writing. In doing so, the
approach breaks with the traditional position still held by many teachers that learners must
first be taught to sound out letters and read words before they can be taught to read and write.
Daily features of the literacy programme included whole class shared reading and small
group guided reading and writing. Whereas shared reading engaged learners in lively literacy
experiences on challenging texts, small group guided reading enabled teachers to match
instruction and texts more closely to individual learners' needs. During shared and guided
reading sessions, teachers modelled behaviours and strategies on interesting texts, interacted
with learners and provided direct instruction in phonics and word level work. Once a week,
planned outings and practical activities created opportunities for developing the learners'
language and extending their conceptual understandings.
Description
Thesis (PhD (Education))--University of Stellenbosch, 2008.
Keywords
Early reading instruction, English additional language, Theses -- Education, Dissertations -- Education