Original Research

The reading literacy profiles of first-year BEd foundation phase students

Carisma Nel, Aninda Adam
South African Journal of Childhood Education | Vol 4, No 3 | a226 | DOI: https://doi.org/10.4102/sajce.v4i3.226 | © 2014 Carisma Nel, Aninda Adam | This work is licensed under CC Attribution 4.0
Submitted: 02 March 2015 | Published: 30 December 2014

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Carisma Nel, North-West University, South Africa
Aninda Adam,

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Abstract

Reading is not simply an additional tool that students need at university; it constitutes the very process whereby learning occurs. Pre-service students are required to read prescribed course material which is predominantly in English. An overview of the reading literacy profiles of first-year BEd foundation phase students from diverse language backgrounds in a Faculty of Education Sciences indicates a diverse pattern of strengths and needs in terms of pseudo-word reading, spelling, oral reading fluency, vocabulary size and depth, and reading comprehension. An assessment and support rocket system for addressing the academic reading literacy needs of these students is discussed. This system seeks not only to facilitate success for all students, but also to fulfil requirements of quality student outcomes and timely completion and throughput rates.

Keywords

reading, profiles, pre-service teachers, assessment, academic support

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