Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach

This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonem...

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Bibliographic Details
Main Authors:	Mohlanhledi P. Makumbila, Charline B. Rowland
Format:	Article
Language:	English
Published:	AOSIS 2016-06-01
Series:	South African Journal of Childhood Education
Subjects:	Guided Reading programme foundation phase childhood literacy teacher professional development literacy leadership South Africa
Online Access:	https://sajce.co.za/index.php/sajce/article/view/367

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spelling	doaj-360e96eb6a3d4a2da61ecbe652d29d3d2021-02-02T00:53:22ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822016-06-0161e1e810.4102/sajce.v6i1.367210Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approachMohlanhledi P. Makumbila0Charline B. Rowland1Department of Curriculum and Instruction/Literacy Studies, West Virginia UniversityDepartment of Curriculum and Instruction/Literacy Studies, West Virginia UniversityThis professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activities Keywords: Guided Reading programme; foundation phase; childhood literacy; teacher professional development; literacy leadership; South Africahttps://sajce.co.za/index.php/sajce/article/view/367Guided Reading programmefoundation phasechildhood literacyteacher professional developmentliteracy leadershipSouth Africa
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Mohlanhledi P. Makumbila Charline B. Rowland
spellingShingle	Mohlanhledi P. Makumbila Charline B. Rowland Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach South African Journal of Childhood Education Guided Reading programme foundation phase childhood literacy teacher professional development literacy leadership South Africa
author_facet	Mohlanhledi P. Makumbila Charline B. Rowland
author_sort	Mohlanhledi P. Makumbila
title	Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach
title_short	Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach
title_full	Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach
title_fullStr	Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach
title_full_unstemmed	Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach
title_sort	improving south african third graders’ reading skills: lessons learnt from the use of guided reading approach
publisher	AOSIS
series	South African Journal of Childhood Education
issn	2223-7674 2223-7682
publishDate	2016-06-01
description	This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activities Keywords: Guided Reading programme; foundation phase; childhood literacy; teacher professional development; literacy leadership; South Africa
topic	Guided Reading programme foundation phase childhood literacy teacher professional development literacy leadership South Africa
url	https://sajce.co.za/index.php/sajce/article/view/367
work_keys_str_mv	AT mohlanhledipmakumbila improvingsouthafricanthirdgradersreadingskillslessonslearntfromtheuseofguidedreadingapproach AT charlinebrowland improvingsouthafricanthirdgradersreadingskillslessonslearntfromtheuseofguidedreadingapproach
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Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach

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