Improving higher-order comprehension skills of Grade 3 learners in a second language at a quintile 2 school, in Cape Town, South Africa

Abstract

Background: Developing higher-order comprehension skills of learners in primary schools is a challenge that faces many countries. South Africa is no exception. Primary school learners in South Africa have particularly low literacy and comprehension skills: many learners struggle to read for understanding. There is little published scholarship that focuses on developing the comprehension skills of Grade 3 learners in a second language. A lack of practical classroom knowledge in this area is what this article seeks to address. Objectives: To improve the higher-order comprehension skills of Grade 3 learners in a second language. Method: A qualitative approach, using a case study design, within an interpretivist paradigm was devised and deployed. Five struggling Grade 3 learners were purposively selected to participate in an intervention programme. Their parents or guardians and two current Grade 3 teachers were interviewed. Data were collected over a 10-week intervention programme. The first and last weeks were devoted to pre-testing and post-testing. The entire intervention lasted for 10 weeks. Results: All the five Grade 3 learners showed significant improvements in their comprehension skills when comparing their pre-test and post-test scores. Conclusion: The post-test scores revealed the importance of a structured intervention programme for improving the four comprehension skills highlighted. Mediation and scaffolding in the Zone of Proximal Development were employed while concurrently developing their cognitive, social and language skills