1.1 The above scenario illustrates that, while decoding is an important and necessary skill in reading development, it does not automatically result in enhanced reading comprehension skills. Provide THREE (3) reasons why you agree or disagree with this statement. (10) 1.2 Describe how the use of ...
FIRST ADDITIONAL LANGUAGE TEACHING IN
THE FOUNDATION PHASE
FLT 3702
ASSIGNMENT 2
YEAR 2023
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Read the scenario below, then answer the questions that follow: In Mrs Selepe’ s
Grade 3 class, the learners are seated in a reading circle. Each learner has an English
text as a First Additional Language reading book. They proceed to read the text out
aloud chorally. Initially, an observer may think that the learners are reading well, with an
accent from their home language. However, the more you listen, the more it becomes
clear that the learners are not using the correct intonation. When the teacher questions
them on the content of the story they are reading, the majority cannot answer
appropriately. They do not understand what they are reading and are unable to derive
meaning from the text. The children are simply “word calling” or “barking at print”.
,Adapted from Hugo and Lenyai (2016), Teaching English as a First Additional
Language
1.1 The above scenario illustrates that, while decoding is an important and necessary
skill in reading development, it does not automatically result in enhanced reading
comprehension skills. Provide THREE (3) reasons why you agree or disagree with this
statement. (10)
1.2 Describe how the use of the following strategies can enhance reading with
understanding:
1.2.1 Phonological awareness
1.2.2 Frame of reference
1.2.3 Images and pictures (9)
1.3 Briefly explain how Grade 3 learners’ reading levels can have an impact on their
learning in Grade 4 and in the higher grades, where English is the language of teaching
and learning (LoLT). Give TWO (2) reasons. (4)
1.4 What do the phrases “word calling” or “barking at print” mean? (2)
1.1 Three reasons why I agree with the statement that decoding does not automatically
result in enhanced reading comprehension skills are:
Vocabulary knowledge: Decoding focuses on recognizing and pronouncing individual
words, but it does not guarantee an understanding of their meanings. Reading
comprehension requires a strong vocabulary to comprehend the nuances and context of
, the text. If learners lack vocabulary knowledge, they may struggle to comprehend the
text even if they can decode the words accurately.
Fluency: While decoding helps in word recognition, reading comprehension also relies
on fluent reading. Fluent readers can read with appropriate phrasing, intonation, and
expression, which aids in understanding the text. If learners are solely focused on
decoding individual words, they may struggle to read smoothly and fail to grasp the
overall meaning of the text.
Background knowledge: Comprehension involves connecting new information with prior
knowledge. Decoding skills alone do not develop background knowledge or provide a
context for understanding the text. Learners need to have prior knowledge and
experiences related to the topic or content of the text to make meaningful connections
and derive deeper comprehension.
1.2 Strategies that can enhance reading with understanding:
1.2.1 Phonological awareness: Phonological awareness refers to the ability to identify
and manipulate the sounds of spoken language. By developing phonological awareness,
learners become more attuned to the sounds in words, which helps them recognize and
decode words more effectively. It also improves their understanding of the sound-
symbol relationship, enabling them to make connections between spoken and written
language.
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