Phala Thembi A, Hugo Anna
Department of Early Childhood Education, College of Education, University of South Africa, Pretoria, South Africa.
Department of Language Education, Arts and Culture, College of Education, University of South Africa, Pretoria, South Africa.
Afr J Disabil. 2022 Feb 10;11:906. doi: 10.4102/ajod.v11i0.906. eCollection 2022.
Many primary school learners in South Africa, including those in so-called full-service schools (FSSs), are reading below their grade level.
The authors of this article embarked on a study to find out what difficulties a group of Grade 3 teachers in full-service school faced to support their young custodians with reading problems.
The research followed a qualitative approach using semi-structured interviews and classroom observation.
The data showed that the reading problems experienced by some Grade 3 learners can be attributed to the multiple levels of the education system. On the macro system as set out by Bronfenbrenner's ecological systems theory where the government and provincial departments operate, the first issue was the national department's progression policy which allows Grade 2 learners to progress to Grade 3 without the required reading competency. The second issue was a lack of enough readers and overcrowding in classrooms. Problems on the microsystem included aspects such as the language of learning and teaching; learners' reading skills and attitudes towards reading; teachers' lack of knowledge about diverse learning needs and parental support.
It is envisaged that the study will contribute to an understanding of the teachers' difficulties in teaching reading so that the Grade 3 learners' reading problems especially those in FSSs could be dealt with through combined efforts of all the stakeholders in the education system.
在南非，许多小学生，包括那些就读于所谓的全方位服务学校（FSSs）的学生，阅读水平低于其年级应有的水平。
本文作者开展了一项研究，以了解全方位服务学校的一组三年级教师在帮助有阅读问题的学生时面临哪些困难。
该研究采用定性研究方法，使用半结构化访谈和课堂观察。
数据显示，一些三年级学生遇到的阅读问题可归因于教育系统的多个层面。在布伦芬布伦纳生态系统理论所阐述的宏观系统层面，即政府和省级部门运作的层面，第一个问题是国家部门的升学政策，该政策允许二年级学生在没有所需阅读能力的情况下升入三年级。第二个问题是缺乏足够的读物以及教室过于拥挤。微观系统层面的问题包括诸如学习和教学语言、学生的阅读技能和对阅读的态度、教师对多样化学习需求的了解不足以及家长支持等方面。
预计该研究将有助于理解教师在阅读教学中遇到的困难，以便通过教育系统中所有利益相关者的共同努力来解决三年级学生，尤其是全方位服务学校学生的阅读问题。
