The teaching of english first additional language reading comprehension in selected rural secondary schools in the Ngcobo Education District
| dc.contributor.advisor | Hackmack, Karin | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Mshumi, Lizwi Chysostom | en |
| dc.date.accessioned | 2026-08-19T01:25:56Z | |
| dc.date.available | 2026-08-19T01:25:56Z | |
| dc.date.issued | 2017 | en |
| dc.description.abstract | Literacy in South Africa is in a state of crisis according to the studies conducted by Progress in International Literacy Study (PIRLS) of 2006 and SACMEC III, 2011. Yearly there is a public outcry over the low matric pass rate and furthermore the Eastern Cape is below the national benchmark of 60 percent. In the district in which this research was based, the matric pass rate was, in 2016, amongst the lowest five districts nationally. This study used the interactive theory of reading as the theoretical framework and is located in the interpretive paradigm. Qualitative approach was employed in the study with the intentions of finding out as much as possible on teachers‟ experiences with the teaching of reading comprehension in rural secondary schools. The study also applied a case study design. For this study two schools were purposively selected from the Ngcobo District. The data in this study were derived from transcribed interviews, lesson observations and field notes. The main findings of this study reflected the following challenges faced by rural secondary schools based on teaching reading comprehension: the absence of a culture of reading, lack of resources and poor socio-economic background of learners, lack of exposure to reading material, limited availability of time both at school and home, and large classes. It is recommended that the Department of Basic Education (DBE) intensifies teachers with ongoing teacher development in order that they acquire additional skills on how to teach reading. The building of classrooms is required as well as addressing the issue of provision of various resources such as infrastructure library facilities. | en |
| dc.format | 195 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Mshumi, Lizwi Chysostom. 2017 | en |
| dc.identifier.other | vital:34318 | en |
| dc.identifier.other | http://hdl.handle.net/10353/9286 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4906 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Reading (Secondary) -- South Africa -- Eastern Cape Language and languages -- Study and teaching -- South Africa -- Eastern Cape English language | en |
| dc.subject | LCSH | en |
| dc.subject | Reading (Secondary) -- South Africa -- Eastern Cape | en |
| dc.subject | Language and languages -- Study and teaching -- South Africa -- Eastern Cape | en |
| dc.subject | English language | en |
| dc.title | The teaching of english first additional language reading comprehension in selected rural secondary schools in the Ngcobo Education District | en |
| dc.title.alternative | The teaching of english first additional language reading comprehension in selected rural secondary schools in the Ngcobo Education District | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | MEd | en |