Leesgeletterdheidsprofiel van graad 3 leerders / Venter A.
The report by the National Reading Panel (2002) in the USA and Department of Basic Education identified critical components of reading skills learners should master should they wish to progress from preschool non–readers to competent readers by the end of Grade 3. These components are phonological awareness, fluency, vocabulary, decoding and comprehension. Reading literacy profiles combine information from tests of the above–mentioned reading components to give an overview of a learner’s strengths and needs with regard to reading for purposes of teaching intervention and support. A reading programme cannot be successful without continuous assessment, because the effectiveness of teaching and learning needs to be measured. Assessment not only enables teachers to determine to which extent objectives are met, but this process also identifies learners who need additional support and who can possibly even benefit from alternative teaching methods. Furthermore, it is important for teachers to differentiate regarding learners’ reading abilities and to group them accordingly, to identify the shortcomings in the reading programme and to improve it, and finally, to ensure that each learner masters the skills required for successful reading. This research was aimed at determining the reading literacy profile of Grade 3 learners regarding phonological awareness, reading fluency, vocabulary and reading comprehension and also to determine the relationship between phonological awareness, reading fluency, vocabulary and reading comprehension. In addition, an attempt was made to establish what the best predictor of reading comprehension is, as well as what the implications of these results are for teaching support and progress monitoring of grade 3 learners. Data collection was characterised by the use of screening assessments that were developed as part of the international SANPAD project. Pearson product moment Inhoudsopgawe correlations were used to determine the relationship between phonological awareness, reading fluency, vocabulary, word recognition and reading comprehension, ANOVA was used to establish whether three or more means of classes in schools were statistically different from one another. A post hoc Tukey test was done to determine where the differences between the different classes were. Multiple and stepwise regression analyses were used to determine the best predictor of reading comprehension. The results indicated that the profiles of the Grade 3 learners were divers with particularly differences in schools. The profiles showed learners’ achievement in reading comprehension and fluency was not up to standard. The Grade 3 learners also had difficulty with decoding and vocabulary. The results showed that the best indicators of reading comprehension of Grade 3 learners are fluency and vocabulary. By using the assessment information correctly, teachers can adapt teaching and assessment based on each learner’s unique reading profile and make adaptations accordingly, which will immediately benefit learning and progress.
- ETD@PUK