Original Research

Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013

Kim Draper, Nic Spaull
South African Journal of Childhood Education | Vol 5, No 2 | a390 | DOI: https://doi.org/10.4102/sajce.v5i2.390 | © 2015 Kim Draper, Nic Spaull | This work is licensed under CC Attribution 4.0
Submitted: 07 December 2015 | Published: 07 December 2015

About the author(s)

Kim Draper, Centre for Development and Enterprise
Nic Spaull, Stellenbosch University

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Abstract

The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. One integral component of learning to read is Oral Reading Fluency (ORF), defined as the ability to read text quickly, accurately, and with meaningful expression. Although widely acknowledged in the literature as important, to date there have been no large-scale studies on ORF in English in South Africa, despite this being the language of learning and teaching for 80% of ESL students from Grade 4 onwards. We analyze data provided by the National Education and Evaluation Development Unit (NEEDU) of South Africa, which tested 4667 Grade 5 English Second Language (ESL) students from 214 schools across rural areas in South Africa in 2013. This included ORF and comprehension measures for a subset of 1772 students. We find that 41% of the sample were non-readers in English (<40 Words Correct Per Minute, WCPM) and only 6% achieved comprehension scores above 60%. By calibrating comprehension levels and WCPM rates we develop tentative benchmarks and argue that a range of 90-100 WCPM in English is acceptable for Grade 5 ESL students in South Africa. In addition we outline policy priorities for remedying the reading crisis in the country.

Keywords

Oral reading fluency, ESL, South Africa, National Education and Evaluation Development Unit (NEEDU), Words Correct Per Minute (WCPM)

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