A Systematic Review of the Effectiveness of Reading Comprehension Interventions in the South African Multilingual Context
Saved in:
| Title: | A Systematic Review of the Effectiveness of Reading Comprehension Interventions in the South African Multilingual Context |
|---|---|
| Language: | English |
| Authors: | Jane Carter, Tessa Podpadec, Pravina Pillay, Selma Babayigit, Khulekani Amegius Gazu |
| Source: | Educational Research and Evaluation. 2024 29(1-2):69-103. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Reading Comprehension, Intervention, Instructional Effectiveness, Multilingualism, Foreign Countries, Reading Achievement, Teaching Methods |
| Geographic Terms: | South Africa |
| DOI: | 10.1080/13803611.2024.2314522 |
| ISSN: | 1380-3611 1744-4187 |
| Abstract: | International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effective reading instruction practices have focused almost exclusively on learners whose first language and language of instruction is English. This paper reviews evidence from 17 intervention studies which focused on the teaching of reading comprehension in the distinctive multilingual context of South Africa. Although in line with prior reviews, we found some evidence that reading strategy instruction including vocabulary development are features of successful interventions alongside effective teacher education and resourcing of reading. These findings remained inconclusive due to variability in the quality of research, considerable methodological variations of the studies and the limited number of studies. Research in this field requires a more rigorous scientific approach to improve the evidence base. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1416312 |
| Database: | ERIC |
| Abstract: | International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effective reading instruction practices have focused almost exclusively on learners whose first language and language of instruction is English. This paper reviews evidence from 17 intervention studies which focused on the teaching of reading comprehension in the distinctive multilingual context of South Africa. Although in line with prior reviews, we found some evidence that reading strategy instruction including vocabulary development are features of successful interventions alongside effective teacher education and resourcing of reading. These findings remained inconclusive due to variability in the quality of research, considerable methodological variations of the studies and the limited number of studies. Research in this field requires a more rigorous scientific approach to improve the evidence base. |
|---|---|
| ISSN: | 1380-3611 1744-4187 |
| DOI: | 10.1080/13803611.2024.2314522 |
