Abstract
The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem of not being able to read transcends negatively on learners’ academic achievements. This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags. The mixed-method approach was adopted in conducting this study. Learners’ reading strategies were first identified by administering a survey on reading strategies. About 14 student-educators volunteered in distributing the questionnaires at their respective schools during their teaching practice sessions. The questionnaires were distributed to 155 learners who voluntarily participated in the study. Data were analysed using the Statistical Package for Social Sciences (SPSS) software for descriptive statistics. The results indicated that most of the learners use global reading strategies, with the least utilising the problem-solving strategies and the support reading strategies. The researchers recommend the usage of reading bags as a strategy to motivate learners to develop good reading habits, which will then lead to the usage of all three strategies, in particular, the problem reading strategies.
Highlights
Introduction and backgroundIt is globally known that children usually struggle with reading in English as a second language at various grades of their schooling (Chizwina 2011; Gallagher 2009; Mokhtari, Reichard & Gardner 2009)
This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags
The aim of the National Development Plan is that children should have access to, and benefit from a highquality education system, which hinges on the ability to read
Summary
It is globally known that children usually struggle with reading in English as a second language at various grades of their schooling (Chizwina 2011; Gallagher 2009; Mokhtari, Reichard & Gardner 2009) This contributes negatively towards their academic success. The results from studies conducted by the Proficiency in International Reading Literacy Study (PIRLS 2016) and the Annual National Assessment (2014) indicate that there are low literacy levels among Grades 4 and 5 learners. This is contrary to the aims of the National Department of Basic Education. The problem of children not being able to read becomes a national one and may impede the achievement of developmental goals as set in the National Reading Strategies (2008) and the National Development Plan (2011:267)
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