Enhancing the reading conditions in a multilingual grade six class : exploring the possibilities

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dc.contributor.advisorBaxen, Jeanen_ZA
dc.contributor.authorVerbist-Serekonyane, Anneen_ZA
dc.date.accessioned2014-08-28T14:16:43Z
dc.date.available2014-08-28T14:16:43Z
dc.date.issued2004en_ZA
dc.description.abstractThe qualitative study described in this research addresses the question of ""how to enhance reading conditions in a grade six class with learners from different language backgrounds, but taught in English as a medium of instruction"". The conceptual framework helps to carve a path through the maze of definitions about reading, independent readers, reading models and Cambourne's reading conditions, which were the focus of the research. The grade six classroom, in which the reading conditions, mainly ""immersion"" and ""engagement"", were to be enhanced, consisted of 42 learners and one teacher. The observation period started in February 2002, but the actual research described in this dissertation lasted two months (August and September 2002), and happened in different phases: the initial phase and the main research period. The latter was made up of the intervention and the final phase. In the initial phase the reading conditions In the classroom layout, the learners' profile, the teaching practices and the attitudes towards reading were explored through observations, field notes and interviews. Other qualitative data was gathered using a reading survey and a cloze procedure test, which were both developed by the researcher. The collected data helped to set up the intervention, in which several challenges had to be faced. During that intervention the physical conditions in the classroom were enhanced to create an encouraging and comfortable space for the learner-reader. A wide variety of interesting and relevant books were brought in the classroom in order to make it a literacy rich environment. At the same time, organising activities based on prediction and sequencing studied the learners' meaning making process. These activities were created to stimulate the learners' engagement in reading. In the final phase possible changes in reading engagement and attitudes were registered through the same cloze procedure test and a second reading survey. Significant results of the research showed that reading became a social experience, an interaction between learners and teacher, in an environment where learners read for pleasure. Even though the intervention took place over a short period of two weeks, the results indicate that there are ways in which teachers can enhance reading conditions and a stimulating environment can be created to engage learners in reading.en_ZA
dc.identifier.apacitationVerbist-Serekonyane, A. (2004). <i>Enhancing the reading conditions in a multilingual grade six class : exploring the possibilities</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa. Retrieved from http://hdl.handle.net/11427/6717en_ZA
dc.identifier.chicagocitationVerbist-Serekonyane, Anne. <i>"Enhancing the reading conditions in a multilingual grade six class : exploring the possibilities."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa, 2004. http://hdl.handle.net/11427/6717en_ZA
dc.identifier.citationVerbist-Serekonyane, A. 2004. Enhancing the reading conditions in a multilingual grade six class : exploring the possibilities. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Verbist-Serekonyane, Anne AB - The qualitative study described in this research addresses the question of ""how to enhance reading conditions in a grade six class with learners from different language backgrounds, but taught in English as a medium of instruction"". The conceptual framework helps to carve a path through the maze of definitions about reading, independent readers, reading models and Cambourne's reading conditions, which were the focus of the research. The grade six classroom, in which the reading conditions, mainly ""immersion"" and ""engagement"", were to be enhanced, consisted of 42 learners and one teacher. The observation period started in February 2002, but the actual research described in this dissertation lasted two months (August and September 2002), and happened in different phases: the initial phase and the main research period. The latter was made up of the intervention and the final phase. In the initial phase the reading conditions In the classroom layout, the learners' profile, the teaching practices and the attitudes towards reading were explored through observations, field notes and interviews. Other qualitative data was gathered using a reading survey and a cloze procedure test, which were both developed by the researcher. The collected data helped to set up the intervention, in which several challenges had to be faced. During that intervention the physical conditions in the classroom were enhanced to create an encouraging and comfortable space for the learner-reader. A wide variety of interesting and relevant books were brought in the classroom in order to make it a literacy rich environment. At the same time, organising activities based on prediction and sequencing studied the learners' meaning making process. These activities were created to stimulate the learners' engagement in reading. In the final phase possible changes in reading engagement and attitudes were registered through the same cloze procedure test and a second reading survey. Significant results of the research showed that reading became a social experience, an interaction between learners and teacher, in an environment where learners read for pleasure. Even though the intervention took place over a short period of two weeks, the results indicate that there are ways in which teachers can enhance reading conditions and a stimulating environment can be created to engage learners in reading. DA - 2004 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2004 T1 - Enhancing the reading conditions in a multilingual grade six class : exploring the possibilities TI - Enhancing the reading conditions in a multilingual grade six class : exploring the possibilities UR - http://hdl.handle.net/11427/6717 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/6717
dc.identifier.vancouvercitationVerbist-Serekonyane A. Enhancing the reading conditions in a multilingual grade six class : exploring the possibilities. [Thesis]. University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa, 2004 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/6717en_ZA
dc.language.isoeng
dc.publisher.departmentCentre for Applied Language and Literacy Studies and Services in Africaen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherApplied Language Studiesen_ZA
dc.titleEnhancing the reading conditions in a multilingual grade six class : exploring the possibilitiesen_ZA
dc.typeThesis
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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