Peer reviewed
Download full textERIC Number: EJ1187098
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2223-7674
EISSN: N/A
Improving South African Third Graders' Reading Skills: Lessons Learnt from the Use of Guided Reading Approach
Makumbila, Mohlanhledi P.; Rowland, Charline B.
South African Journal of Childhood Education, v6 n1 Article 367 2016
This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers' group discussions and students' artefacts. Results indicated improvement in students' literacy engagement and motivation because of the use of levelled books, oral reading and group activities.
Descriptors: Foreign Countries, Reading Instruction, Small Group Instruction, Elementary School Students, Phonemic Awareness, Vocabulary Development, Reading Comprehension, Reading Fluency, Faculty Development, Elementary School Teachers, Workshops, Observation, Reading Motivation, Learner Engagement, Reading Materials, Oral Reading
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A
