Reading comprehesion in high-poverty schools: How should it be taught and how well does it work?

Abstract

This article describes and appraises a reading comprehension programme !hat was aimed at Grade 6 learners and reachers and implemented in different 11'0) in {11'0 high poverty prim(Jiy schools where reading lends •vere vel)' loll'. The programme 11·as impleme111ed duringfomwl school hours 01 the one school. while it was (?tfered '!fier sdwol us a voluntar:F (?/lernoon octirity at the other school. Because allendance (!(the mhmfWT progmmme ll'as generol )' poor, the h1ller school seJTed us a cmurol site. The results (?(the comprehension programme fin· Ihe learners· reading ahililies in their home language. Norlhern Sotho. and in English ure reported. On the basis ( (these findings. we evaluate the programme and ident[[i: 'lessons learned· .fi'om its implementation Ihar may have relemnce j(Jr fiaure reading comprehension interventions.