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

dc.contributor.author	Pretorius, Elizabeth J
dc.contributor.author	Lephalala, Mirriam
dc.date.accessioned	2013-07-30T11:22:52Z
dc.date.available	2013-07-30T11:22:52Z
dc.date.issued	2011
dc.identifier.uri	http://hdl.handle.net/10500/10235
dc.description.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.	en
dc.language.iso	en	en
dc.publisher	PerLinguam	en
dc.subject	Reading	en
dc.subject	Decoding	en
dc.subject	Comprehension	en
dc.subject	Metacognition	en
dc.title	Reading comprehesion in high-poverty schools: How should it be taught and how well does it work?	en
dc.type	Article	en
dc.description.department	Linguistics and Modern Languages	en