The challenges and opportunities of teaching reading in Grade R classes of Lesotho
| dc.contributor.author | Koloti, Arone Cumillus | |
| dc.date.accessioned | 2021-07-20T09:32:18Z | |
| dc.date.available | 2021-07-20T09:32:18Z | |
| dc.date.issued | 2020-12 | |
| dc.description.abstract | Many countries invest in early childhood education where learners begin to acquire different skills, including early literacy skills. Education departments develop curricula for preschools with the purpose of providing quality education. This study explored the challenges and opportunities of teaching reading in Grade R classes. The major question that guided the study was: What are the challenges and opportunities in the teaching of reading in Grade R classes of Lesotho? In order to answer the research question using the qualitative research method, this study investigated the availability of the guidelines for the teaching of reading, how teachers interpreted them, and how they enacted them in the classrooms. The data was collected through observation, semi-structured interviews and document analysis from three Grade R classrooms with three teachers at their respective schools. The study used the frameworks of Cognitive Theory and the Social Interaction Theory to investigate how teachers use these theories for the teaching of reading in Grade R classes. Thematic Content Analysis was adopted in this study. The findings discussed here are grounded on qualitative research conducted in Lesotho from September to November 2017. The major findings of the study revealed that although the policy documents for the teaching of reading were not provided for Grade R classes and the syllabus having insufficient guidance, the Grade R teachers worked collaboratively to prepare quarterly schemes of work and then taught learners basic reading skills daily. The Grade R classes were not provided with books and other teaching and learning materials; hence, the social learning interaction for reading activities was generally ineffective. It was also evident that there was inadequate general support from the parents and Ministry of Education and Training (MOET) in Grade R classrooms. This study recommends a review of the Grade R syllabus, that well-illustrated books be provided and read in Grade R classes, and teachers be provided with opportunities for professional development to enhance their knowledge and skills in terms of developing learners’ early literacy skills. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/11212 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.subject | Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2020 | en_ZA |
| dc.subject | Early childhood education | en_ZA |
| dc.subject | Reading | en_ZA |
| dc.subject | Collaboration | en_ZA |
| dc.subject | Professional development | en_ZA |
| dc.subject | Early literacy skills | en_ZA |
| dc.title | The challenges and opportunities of teaching reading in Grade R classes of Lesotho | en_ZA |
| dc.type | Other | en_ZA |