Abstract
This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll’s model of school learning. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 learners’ results substantially below the international centre point of 500 at 461 (SE = 3.7). Selected items from the prePIRLS 2011 learner, parent and teacher questionnaires were used in a two-level model to determine the effect of learner aptitude, opportunity to learn and quality of instructional events on reading literacy achievement. The results point to the statistical significance of engaged reading and cultivating motivation for reading among learners from an early age, specifically through parental involvement in introducing early literacy activities as foundation of reading literacy by school-going age. Other results provide evidence for the importance of the value of reading across the curriculum not confined to formal reading lessons only. The teaching of reading comprehension skills and strategies is identified as a significant predictor of reading literacy achievement, instruction of which should form an integral part of teaching reading in the classroom. Keywords : Carroll’s model of School Learning, contextual factors, prePIRLS 2011, reading literacy achievement
Highlights
In this study, an attempt is made to identify specific factors associated with reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll’s Model of School Learning (1963:723-733)
South African learner performance remains persistently poor and below internationally set standards, as evidenced by achievement of 461 (SE =3.7) in the prePIRLS 2011 study compared to the international centre point of 500
Evidence was provided for the effect of aptitude at learner-level, and opportunity and quality of instructional events at classroom-level and their effect on reading literacy achievement scores of South African Grade 4 learners
Summary
An attempt is made to identify specific factors associated with reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll’s Model of School Learning (1963:723-733). Young readers can construct meaning from a variety of texts They read to learn, to participate in communities of readers and for enjoyment (Mullis, Martin, Kennedy, Trong & Sainsbury, 2009:11). With this definition, as it applies to prePIRLS 2011 (Mullis et al, 2009:11) reading literacy is regarded as a constructive and interactive process. At the curricular-level, change was aimed at transforming a system that predominantly consisted of mere transmission of information to a system that supports constructivist paradigms of teaching and learning (Rambuda & Fraser, 2004). With regard to reading motivation, learners responded to the following statements (variables ASBR09A-F that form the ‘Students motivated to read’ scale in the international database called ASBGSMR)::I like to read things that make me think, it is important to be a good reader, my parents like it when I read, I learn a lot from reading, I need to read well for my future, and I like it when a book helps me imagine other worlds
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