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Practices which contribute towards grade 6 learners’ reading motivation
Author(s)
Davids, Rochelle
Date Issued
2010
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Motivation is an important element in reading success. There is a concern that many
learners are not choosing to read on their own and that independent reading
opportunities during the school day appear to be diminishing. Research suggests that if
children do not read on their own, they may lose some reading ability. The Department
of Education conducts systemic evaluation tests to determine the literacy and numeracy
levels of Grade 3 and Grade 6 learners in South Africa. These tests reveal that a high
proportion of learners are scoring below the required level for the grade. There are a
number of reasons why the learners are not performing at the required level for the
grade but educators are determined to improve learners’ reading and comprehension
skills. Many educators therefore ask, “How do I get my learners to read?”
Not all learners are reluctant to read. Some learners do show an eagerness to read and
write and they enjoy reading. These engaged readers are intrinsically motivated and
value reading. In contrast, disengaged readers are inert and inactive and avoid reading.
Often extrinsic measures such as punishment or rewards would coerce these learners to
read. The aim of this study is to determine which teaching practices would motivate
learners in a grade 6 class to read.
Key theories which underpin this study are social constructivism, social learning theory
and socio-cultural learning theory. Qualitative data and quantitative data were collected
from interviews and questionnaires. The research tool which was used to measure the
learners’ self concepts as readers and the value of reading is referred to as the
Motivation to Read Profile (MRP). The MRP was devised by Gambrell, Palmer, Codling
and Mazzoni (1996:520). Because the study followed an action research model, an
intervention strategy was implemented which allowed the researcher to measure effects
and to reflect on teaching practices and reading methodology.
learners are not choosing to read on their own and that independent reading
opportunities during the school day appear to be diminishing. Research suggests that if
children do not read on their own, they may lose some reading ability. The Department
of Education conducts systemic evaluation tests to determine the literacy and numeracy
levels of Grade 3 and Grade 6 learners in South Africa. These tests reveal that a high
proportion of learners are scoring below the required level for the grade. There are a
number of reasons why the learners are not performing at the required level for the
grade but educators are determined to improve learners’ reading and comprehension
skills. Many educators therefore ask, “How do I get my learners to read?”
Not all learners are reluctant to read. Some learners do show an eagerness to read and
write and they enjoy reading. These engaged readers are intrinsically motivated and
value reading. In contrast, disengaged readers are inert and inactive and avoid reading.
Often extrinsic measures such as punishment or rewards would coerce these learners to
read. The aim of this study is to determine which teaching practices would motivate
learners in a grade 6 class to read.
Key theories which underpin this study are social constructivism, social learning theory
and socio-cultural learning theory. Qualitative data and quantitative data were collected
from interviews and questionnaires. The research tool which was used to measure the
learners’ self concepts as readers and the value of reading is referred to as the
Motivation to Read Profile (MRP). The MRP was devised by Gambrell, Palmer, Codling
and Mazzoni (1996:520). Because the study followed an action research model, an
intervention strategy was implemented which allowed the researcher to measure effects
and to reflect on teaching practices and reading methodology.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2010
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