Assingment 2 FLT3701, student number 63550768, unique number 692739.docx.pdf

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63550768 FLT3701 FLT3701 Student number: 63550768 Unique number: 692739 Due date: 9 July 2021
2 Contents QUESTION 1 ................................................................................................................................. 3 QUESTION 2 ................................................................................................................................. 5 QUESTION 3 ................................................................................................................................. 9 QUESTION 4 ............................................................................................................................... 13 Bibliography ................................................................................................................................. 18
ASSIGNMENT 2 (COMPULSORY ) QUESTION 1 Read the following scenario and answer the questions. In Mrs Smith’s Grade 3 class, the learners are seated in a reading circle. Each learner has an English as a First Additional Language reading book. They proceed to read the text out aloud chorally. Initially, an observer may think that the learners are reading well, with an accent from their home language. However, the more you listen, the more it becomes clear that the learners are not using the correct intonation. When the teacher questions them on the content of the story they are reading, the majority cannot answer appropriately. They do not understand what they are reading and are unable to derive meaning from the text. The children are simply “word calling” or “barking at print”. Adapted from Hugo and Lenyai (2016), Teaching English as a First Additional Language 1.1 This scenario illustrates that while decoding is an important and necessary skill in reading development, it does not automatically result in enhanced reading comprehension skills. Provide three reasons why you agree or do not agree with this statement. (10) I agree. Comprehension is the ability to understand and respond to a picture or text, it means that we read for understanding, whereas decoding is the ability to break down words into their letter-sound syllables which allows learners to read the word. While decoding is very important, the possibility that a learner will “decode” a word and read it without knowing its meaning is still reality. (Africa, 2020 ) In the above scenario the children were not able to answer any questions asked by the teacher. This is an example of when the learners were able to decode the words but they did not fully understand the meaning of the words, thus they could not demonstrate comprehension. Another reason why I agree with this statement is because in the above scenario the learners were word calling . Word calling is when children efficiently decode words but do so without comparable comprehension taking place, so that words are called out without an understanding of the meaning of the text. (Elizabeth B. Meisinger, 2010) Thus once again proving that just because the learners are able to decode and read the words does not mean that their reading comprehension skills will be enhanced. The last reason for why I agree with this statement is because the learners in the above scenario were barking at print . Barking at print refers to learners who engage in decoding words with little to no comprehension of what the text means. (Stott, November 10th 2018) Thus proving that even though they are able to decode the text, it does not mean that they are able to fully understand the text, which in turn does not enhance their comprehension skills because they display little to no comprehension of what the text means.
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