The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufh/vital:29417 |
| Date | January 2015 |
| Creators | Fesi, Liziwe |
| Publisher | University of Fort Hare, Faculty of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Masters, Degree |
| Format | 162 leaves, pdf |
| Rights | University of Fort Hare |
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