Improving reading comprehension in English first additional language speakers
Vundla, Cherron Nonceba
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This study develops an approach to improve reading comprehension in English First Additional Language. Learners in Grade 7 are challenged with limited vocabulary, mispronunciation of words and word recognition in their pursuit to comprehend written texts. This study will assist teachers in improving vocabulary skills, word recognition and pronunciation of words by using various teaching strategies. It developed an approach as an improvement plan to diagnose learners to improve reading comprehension and apply appropriate corrective strategies. It aimed to find an approach that would improve reading comprehension that is practical and reflective in the challenges identified, adopting participatory action research as design. This design gave all the co-researchers an equal chance in practical participation in its cyclical process with an aim of constructive learning. The critical epistemology theory requires the users to co-participate actively in the construction of knowledge, so that they would be socially transformed. Data generated was analysed using three levels of Van Dijk’s critical discourse analysis. Findings were that learners were limited in vocabulary skills and word recognition. It was recommended placing focus on principle intensive skills to improve vocabulary and word recognition and so assist reading comprehension. This method stimulates learners to think actively and critically about speculation of title and pictures.