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Implementation of the National Reading Strategy in South Africa: An Evaluation of the Implementation of the National Reading Strategy at Primary Schools in South Africa - Couverture souple

Naidoo, Indira

 
9783659410611: Implementation of the National Reading Strategy in South Africa: An Evaluation of the Implementation of the National Reading Strategy at Primary Schools in South Africa
Couverture souple
ISBN 10 : 3659410616 ISBN 13 : 9783659410611
Editeur : LAP LAMBERT Academic Publishing, 2013

Synopsis

The National Reading Strategy (NRS) was introduced in 2008 in primary schools in response to the alarmingly low levels of reading ability in South Africa. The main goal of this strategy was to improve the reading competence of all learners; however, many educators had an under-developed understanding of teaching reading. The educators were faced with major challenges in implementing the NRS as they were left to interpret the document on their own in the absence of adequate training. This study investigated the implementation of the NRS by educators of grade 3 learners. Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather qualitative and quantitative data from grade 3 foundation phase educators and learners. Analyses of data revealed that those schools that implemented the NRS effectively and in accordance with national directives, obtained higher mean Total Reading Scores. Findings accentuated that the NRS was not effectively implemented due to multifarious factors within the schools.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

The National Reading Strategy (NRS) was introduced in 2008 in primary schools in response to the alarmingly low levels of reading ability in South Africa. The main goal of this strategy was to improve the reading competence of all learners; however, many educators had an under-developed understanding of teaching reading. The educators were faced with major challenges in implementing the NRS as they were left to interpret the document on their own in the absence of adequate training. This study investigated the implementation of the NRS by educators of grade 3 learners. Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather qualitative and quantitative data from grade 3 foundation phase educators and learners. Analyses of data revealed that those schools that implemented the NRS effectively and in accordance with national directives, obtained higher mean Total Reading Scores. Findings accentuated that the NRS was not effectively implemented due to multifarious factors within the schools.

Biographie de l'auteur

Dr.Indira Naidoo is the principal and a reading and maths specialist educator of the School of Reading and Maths. She is involved in the upliftment of the literacy levels of learners in South Africa. She is also the Director of the Dr. Indira Naidoo's Early Learning Academy. She holds a Doctorate in Education and a second Doctorate in Technology.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
LAP LAMBERT Academic Publishing
Date d'édition
2013
Langue
anglais
ISBN 10 
3659410616
ISBN 13 
9783659410611
Reliure
Broché
Nombre de pages
192
Coordonnées du fabricant
non disponible
Personne responsable
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