Exam (elaborations)
FLT3701 Assignment 2(795017).
- Institution
- University Of South Africa
FLT3701 Assignment 2().
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FLT3701 Assignment
2
QUESTION 1: (25) 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) I agree with the statement that decoding is an important and necessary skill in
reading development, but it does not automatically result in enhanced reading
comprehension skills. Here are three reasons to support this agreement:
, 1. Comprehension requires more than decoding: Decoding refers to the ability to
convert written symbols into spoken words, which is an essential step in reading.
However, comprehension involves understanding the meaning behind those
words and making connections with prior knowledge. It requires higher-order
thinking skills such as inference, critical analysis, and synthesis. Simply being
able to decode words does not guarantee understanding or the ability to derive
meaning from the text.
2. Contextual understanding is crucial: Reading comprehension relies heavily on
understanding the context in which the text is presented. Decoding alone does
not provide learners with the necessary background knowledge or vocabulary to
make sense of the text. Without an understanding of the cultural, social, and
linguistic context of the text, learners may struggle to grasp its meaning, even if
they can accurately pronounce the words.
3. Vocabulary knowledge is vital: Building a rich vocabulary is essential for effective
reading comprehension. While decoding helps with word recognition, learners
need to understand the meaning of the words they encounter. If students lack
familiarity with the vocabulary used in the text, they may struggle to
comprehend the overall message. Developing vocabulary skills goes beyond
decoding and involves activities such as word learning, exposure to a variety of
texts, and explicit instruction in word meanings.
In summary, while decoding is a fundamental aspect of reading, it is not sufficient on its
own to develop strong reading comprehension skills. Comprehension requires higher-
order thinking, contextual understanding, and a robust vocabulary to derive meaning
from the text.
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) .2.1 Phonological awareness: Phonological awareness refers to the
ability to recognize and manipulate the sounds of spoken language. This strategy
enhances reading with understanding by helping learners develop the necessary skills
to identify and manipulate individual sounds, syllables, and phonemes within words.
Phonological awareness enables learners to decode and understand words more
effectively by recognizing patterns, blending sounds together, segmenting words into
phonemes, and manipulating sounds to create new words. It also helps in developing
phonemic awareness, which is crucial for accurate and fluent reading.
1.2.2 Frame of reference: The frame of reference strategy involves connecting new
information in a text to a learner's prior knowledge and experiences. By activating and
linking prior knowledge to the text, learners can make connections, infer meaning, and
create a deeper understanding of the content. This strategy enhances reading with
understanding by providing learners with a context for comprehension and allowing
them to make predictions, draw inferences, and engage in critical thinking. It also helps
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