INVESTIGATING THE ROLE OF READING TO LEARN PEDAGOGY TO IMPROVE READING FOR COMPREHENSION IN A SENIOR PHASE CLASS THROUGH SCAFFOLDING: A LITERACY ACCELERATION ACTION RESEARCH CASE STUDY IN A GRADE 8 ENGLISH FIRST ADDITIONAL LANGUAGE (FAL) CLASS IN RURAL SOUTH AFRICA. (original) (raw)

Academic performance among South African learners at any grade is worrisome to the extent that everyday academics and stakeholders are in search of answers to the scourge. Learners in the majority of the grades where reading for meaning is a prerequisite are found wanting. It has become a well-known fact that whenever, South Africa participates in international assessments, South African learners occupy the last bar of the ladder whether it is literacy or numeracy. It is against this backdrop that this study sought to examine how Reading to Learn pedagogy (RtL) can positively impact learners' literacy development in a South African grade 8 class in a rural school. The pre-test indicated that learners had weak reading skills and after the intervention significant progress was noted in their reading abilities. Learner interviews and journal reflections and learners' work were data generation tools. Findings were processed and analysed according to themes. Based on the findings, RtL pedagogy posits itself as a worthy intervention for reading problems in the classroom.

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