Measuring reading strategy knowledge transfer : motivation for teachers to implement reading strategy instruction
Date
2011
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch University
Abstract
Although research has shown that reading strategy instruction benefits poor readers, research also shows that teachers continue to struggle with reading strategy instruction and remain resistant to its implementation for various reasons. This article reports on the analysis of quantitative data which formed part of a larger, mixed-method study. The study, which sought to create a framework for reading strategy instruction in Grades 4 to 6 through a predominantly qualitative focus, used quantitative data to, among others, provide evidence of whether strategy knowledge transfer is measurable. This article provides evidence that strategy knowledge transfer is measurable and can, therefore, be used as motivation for teachers to implement reading strategy instruction in a sustainable fashion.
Description
CITATION: Klapwijk, N. & Van der Walt, C. 2011. Measuring reading strategy knowledge transfer : motivation for teachers to implement reading strategy instruction. Per Linguam, 27(2):25-40, doi:10.5785/27-2-106.
The original publication is available at http://perlinguam.journals.ac.za
The original publication is available at http://perlinguam.journals.ac.za
Keywords
Reading strategy instruction, Reading (Primary) -- South Africa -- Western Cape, Knowledge transfer, Reading -- Research -- South Africa -- Western Cape
Citation
Klapwijk, N. & Van der Walt, C. 2011. Measuring reading strategy knowledge transfer : motivation for teachers to implement reading strategy instruction. Per Linguam, 27(2):25-40, doi:10.5785/27-2-106.