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Transforming primary school teachers’ perceptions of the ‘place’ of teaching reading: the role of Reading to Learn methodology

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dc.contributor.author Mgqwashu, Emmanuel Mfanafuthi
dc.contributor.author Makhathini, Bheka
dc.date.accessioned 2017-11-20T11:23:39Z
dc.date.available 2017-11-20T11:23:39Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/11622/183
dc.description.abstract This paper reports on the interventionist study on the role that Rose’s (2005) Reading to Learn methodology plays in transforming primary school teachers’ perceptions of the role of explicit teaching of reading for educational success. Located within the qualitative case study design, the study used semi-structured interviews and the reading literacy intervention called Reading to Learn methodology to generate data. The study was conducted in grades 3 and 6 classrooms in a rural primary school in KwaZulu-Natal province, South Africa, and the research site and study participants were selected purposively. Research findings reveal that the Reading to Learn methodology has the potential to undo classroom practices that favour the elite and marginalise the majority, and transform teachers’ perceptions of the ‘place’ of teaching reading explicitly within formal education. With sufficient exposure to this pedagogy, learners across class lines have the opportunity to experience education for all, epistemological access, and education for success. en_US
dc.language.iso en en_US
dc.publisher The IIE en_US
dc.subject Reading and comprehension en_US
dc.subject Education for success en_US
dc.subject Linguistics en_US
dc.title Transforming primary school teachers’ perceptions of the ‘place’ of teaching reading: the role of Reading to Learn methodology en_US
dc.type Preprint en_US


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  • Teaching and Learning
    This collection contains approved preprints for submission to "The Independent Journal of Teaching and Learning" the accredited open access journal published by The IIE. ISSN: 1818-9687.

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