???????Prof Michael le Cordeur's book 'Reading for Comprehension was launched on 20 May. The low standard of reading and comprehension in South African classrooms is a big concern. Le Cordeur's own concerns about the reading problem in schools urged him to address this problem in his latest book. “Reading is the most important problem in our education system," le Cordeur said. Writers of the different chapters of the book shared their findings and recommendations with guests at the launch.
Chapter 1 Michael le Cordeur – Identifying Reading Problems
In this chapter teachers and parents are alerted to the characteristics of a struggling reader so that the problem can be identified and addressed early.
Chapter 2 Mia Nieuwoudt – A Culture of Reading
Findings revealed that a reading culture is not a priority at schools. She recommends fostering a reading culture – making reading a priority at school and at home.
Chapter 3 Zelda Barends – Reading in the Foundation Phase
This chapter argues that decoding, automatic word recognition and reading fluency are the critical stones that pave the way towards developing reading comprehension.
Chapter 4 Mitchell Messina – Reading in the Intermediate Phase
At this crucial stage readers move from learning to read to reading to learn. Teachers must show children how to read, ask questions, clarify and summarise. Choice theory becomes valuable in this stage. It emphasises that readers are motivated by and need to belong, feel competent.
Chapter 5 Annine Shultz – Reading in the FET Phase
Learners often struggle with reading comprehension in high school because of a higher workload and more difficult texts. Teachers should shift the focus from performance-based reading to comprehension-based reading.
Chapter 6 Lindiwe Tshuma – Reading and Mathematics Vocabulary
This chapter highlights the pedagogical strategies that teachers can use to address English language learners' misconceptions while learning mathematical vocabulary.
Chapter 7 Jeanne-Alex Gerber – Reading in the GET Mathematics Class
Everything in maths is done in language. Mathematics teaching and learning begin and develop in language. Obstacles arise as a result of language and outcomes and progress are usually assessed in language.
Chapter 8 Jana Nel – Reading in the Multilingual Classroom
She found that it is possible to effectively teach a second language, but it is important to acknowledge and include learners' home languages and cultures while learning a second language.
Chapter 9 Maylene Basson – Reading and Non-Mother-tongue-Speakers
Shared reading helps children who struggle with reading. Educators play an important role in motivating learners by creating an environment in their classroom that encourages reading engagement.
Chapter 10 Michael le Cordeur – Teaching reading across the Curriculum
Teachers need to make a mind shift. Teachers need to embrace the teaching of reading because language and mathematics go hand in hand. You cannot teach the one without teaching the other.
Reading is the skill that all other knowledge skills depend on. Yet the low standard of reading of all South African learners is cause for great concern. According to the 2021 Progress in International Reading Literacy Study (PIRLS), 81% of learners in Grade 4 cannot read at the required literacy level and have no comprehension of what they are reading. In this book researchers from Stellenbosch and WITS Universities provide solutions and guidance to teachers, teacher educators, and teacher students on how to combat reading challenges. The book is a must for all teachers of reading as it will enhance learners' reading comprehension so that they can be academically successful.
– Prof Michael le Cordeur (Editor and Emeritus Professor: Education, Stellenbosch 中国体育彩票)?
You will seldom find in one book a more powerful account of the reading literacy problem in South Africa's schools, and its resolution in practice. Evidence-led and rich in their combined teaching experiences, the skillful editor assembles in one place expert authors who clinically dissect the problem of reading comprehension in a highly accessible way for teachers, researchers and the affected public. This book should be on the shelf of every teacher educator in South Africa whether in pre-or in-service education.
– Prof Jonathan Jansen (Distinguished Professor of Education, Stellenbosch 中国体育彩票)
Reading for Comprehension delves into the critical literacy challenges facing South African learners and provides a roadmap for educators, parents, and policymakers to address these issues. Drawing on the expertise of researchers and practitioners, this book explores the foundational components of reading development. It emphasises practical solutions, including fostering a culture of reading, leveraging multilingual teaching practices, and integrating literacy across the curriculum. Anchored by insights from the PIRLS study, the book is an essential guide to improving reading outcomes and unlocking academic success.
– Prof Carisma Nel (Research Professor, North-West 中国体育彩票)
Michael le Cordeur is Emeritus Professor and NRF-rated researcher in the Faculty of Education at Stellenbosch 中国体育彩票. He holds a PhD in Education from Stellenbosch 中国体育彩票 and degrees from three other universities. A former language teacher and school principal, he authored various books and articles on the teaching of reading and language policy and has presented numerous papers nationally and abroad. Prof. Le Cordeur served in various leadership positions, amongst others, Vice-Dean for Education; Chair: Department of Curriculum Studies and Chair: Western Cape Language Committee. Currently he is the Chair of the Foundation of Empowerment through Afrikaans. He has received various awards including Stellenbosch 中国体育彩票 Chancellor's Award and the Neville Alexander Lifetime Achievement Award.
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