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An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi

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dc.contributor.advisor Marshall, Maria Christina, 1954-
dc.contributor.author Kamlongera, Cecilia Esnath
dc.date.accessioned 2011-10-05T05:59:58Z
dc.date.available 2011-10-05T05:59:58Z
dc.date.issued 2010-11
dc.identifier.citation Kamlongera, Cecilia Esnath (2010) An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi, University of South Africa, Pretoria, <http://hdl.handle.net/10500/4890> en
dc.identifier.uri http://hdl.handle.net/10500/4890
dc.description.abstract For several years specialists in reading have debated on how pupils should learn to read. The debate has focused on two methods of teaching reading, that is, the phonic method and the whole language method. Some researchers have identified five elements of reading instruction that are critical to achievement in reading, namely; that reading instruction should include phonics, phonemic awareness, reading fluency, vocabulary and comprehension. These are the components that make up what is termed a balanced literacy approach. Although there is some debate on what constitutes the balanced literacy approach, this study adopted the understanding of the approach described above. The study investigated whether the use of the balanced literacy approach could improve standard four pupils’ achievement in reading and writing in English. The targeted population consisted of twelve schools located in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the experimental group were trained twice on balanced literacy approaches, first before the intervention and midway of the intervention. Observational measures revealed that teachers generally implemented the treatment. The post intervention data indicated that pupils responded very well to the activities that were presented to them. The reading and writing achievement of pupils that were present for the post-test increased more than those of the control group. The results obtained suggest that the balanced literacy approach improved the reading and writing achievement of standard four pupils in the experimental group. en
dc.format.extent 1 online resource (xi, 308 leaves : ill.)
dc.language.iso en en
dc.subject Instructional effectiveness en
dc.subject Reading and writing achievement in English en
dc.subject Balanced literacy approach en
dc.subject Reading comprehension en
dc.subject Phonics en
dc.subject Phonemic awareness en
dc.subject Fluency en
dc.subject Vocabulary en
dc.subject Reading improvement en
dc.subject Reading instruction en
dc.subject Malawi primary schools en
dc.subject Standard four pupils en
dc.subject.ddc 372.6521096897
dc.subject.lcsh English language -- Study and teaching (Elementary) -- Malawi -- Foreign speakers
dc.subject.lcsh Reading (Primary) -- Malawi
dc.subject.lcsh English language -- Writing -- Study and teaching (Primary) -- Malawi
dc.title An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi en
dc.type Thesis en
dc.description.department English Studies
dc.description.degree D. Litt. et Phil. (English)


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