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UNISA FLT3701 Assignment 02 2023
- Course
- First additional language
- Institution
- University Of South Africa (Unisa)
Kindly note that for Assignment 2, I got 90% The document is my own work. Kind regards;
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FLT3701 Assessment 02 Student No: 46316140 Chantelle BlackQUESTION 1
1.1
I agree that decoding is an important skill in reading development, but it does not automatically result in enhanced
reading comprehension skills, my reasons is as follows:
• Decoding focuses on word recognition and is the ability to translate written words into spoken language. It
involves understanding and speaking individual words correctly. Decoding is essential for fluency, but does not
guarantee comprehension, as reading comprehension involves understanding the meaning and context of the
text as well.
• Comprehension requires higher-order thinking and involves making connections, inferencing, analysing,
evaluating, and synthesizing information meaning they need to actively engage with the text. Simply being able
to decode words does not necessarily mean that students can comprehend and make sense of the content.
• Decoding skills contribute to reading fluency and automaticity, which is the ability to read with speed, accuracy,
and expression. Fluency does not guarantee comprehension. Students can read fluently but still struggle to
understand and remember what they have read if they lack effective comprehension strategies or meaning.
1.2.1
Phonological awareness
Developing phonemic awareness helps children understand the sound structure of words, which is essential for
decoding and reading fluency. By recognizing and manipulating individual sounds, students can better decode words,
leading to improved reading comprehension. When students have a strong understanding of the sound-letter
correspondence, they can apply that knowledge to decode unfamiliar words, which will allow a child to focus on
understanding the text rather than struggling with decoding. Phonological awareness also contributes to vocabulary
development which allows children to make connections between words with similar sounds or word families. These
connections enhance their understanding of word meanings and expand their vocabulary for better and more in
depth meaning and understanding of the text they are reading.
1.2.2
Frame of reference
A frame of reference helps readers understand the context in which the text is written, e.g., a author’s background,
cultural context, intended audience etc. By considering this, readers can better understand the underlying meaning
and purpose of the text. A frame of reference supports readers in analysing the structure, style, and literary styles
used in the text which contributes to the overall meaning of the text. A frame of reference allows readers to connect
the text to their own experiences, knowledge and beliefs, which creates meaningful connections.
1.2.3
Images and pictures
Images and pictures provide visual cues that can help readers make connections and understand the text more easily,
by providing additional context, depicting key details or settings, and illustrating complex concepts. Images and
pictures can stimulate readers' visualization skills, which helps readers engage with the text on a deeper level. When
readers can visualize what they are reading, they will be more likely to comprehend and remember the details of the
story. Images can provide visual context that supports readers' understanding of the text.
, 1.3
A Grade 3 learners’ reading levels impacts their learning further on where English is the main language of teaching
and learning by impacting a student's confidence and motivation in learning. If they struggle with reading, they may
feel discouraged, frustrated, or even develop a negative attitude towards academics. This can have long-term
consequences on their engagement, participation, and overall educational outcomes in Grade 4 and beyond. Reading
is a crucial tool for acquiring knowledge and understanding subject-specific content. If a Grade 3 learner's struggles
to grasp and retain information presented through text it can hinder their ability to comprehend textbooks, research
materials, and other academic resources, and may face challenges in meeting the learning objectives.
1.4
The phrases "word calling" or "barking at print" refer to a child’s reading behaviour where a reader automatically
reads words without fully understanding, thinking, or engaging with the text. It’s another way to describe a
meaningless reading approach that focuses solely on decoding individual words without comprehending the meaning
or context of the text.
QUESTION 2:
2.1.1
Skills Development:
• Identifying and naming body parts.
• Understanding the functions and purposes of different body parts.
• Expanding vocabulary related to body parts.
• Developing oral language skills through discussions and descriptions.
• Enhancing comprehension through visual aids and hands-on activities.
2.1.2
Resources:
• Flashcards or picture cards with body part images
• Labelled diagrams or posters of the human body
• Body outline pictures for body part labelling activity
• Lyrics and visuals for the body part song
2.1.3
Discussion:
Begin the lesson by discussing the importance of learning body parts and how they help us understand our bodies.
Use visual aids such as a labelled diagrams or a poster, to introduce and name the major body parts. Engage students
in a brief discussion about why each body part is important and what it helps us do.
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