Learning profiles and reading benchmarks: Trends from South African data on early grade reading

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dc.contributor.authorQvist, Jessica Lauren
dc.contributor.co-supervisorSchӧer, Volker
dc.contributor.supervisorFleisch, Brahm
dc.date.accessioned2024-09-17T08:11:51Z
dc.date.available2024-09-17T08:11:51Z
dc.date.issued2023-08
dc.departmentDepartment of Education policy
dc.descriptionA dissertation submitted in partial fulfilment of the requirements for the degree of Masters of Education (MEd), Education Leadership and Policy Studies (ELPS), to the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg, 2023.
dc.description.abstractIn South Africa, 90 percent of Setswana learners cannot read for meaning. In this study, I aimed to add to the existing knowledge base by developing learning profiles using the Early Grade Ready Study I longitudinal data. I tracked how Setswana learners with different genders as well as Grade 4 comprehension scores performed in early grade reading components. The findings reveal that learners enter Grade 1 with poor phonological awareness skills, they make slow progress with this skill as well as with letter sounds and word reading in the first grade and greater progress is only made in the second grade. The study also revealed that girls and learners with higher Grade 4 comprehension scores achieved higher phonological awareness, letter sound, word recognition, non-word recognition and oral reading fluency scores in the earlier grades than boys and learners with lower Grade 4 comprehension scores. The implications of this study with regard to teacher pedagogy, assessment and gender equality are discussed.
dc.description.submitterMM2024
dc.facultyFaculty of Humanities
dc.identifier.citationQvist, Jessica Lauren. (2023). Learning profiles and reading benchmarks: Trends from South African data on early grade reading. [Master's dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/40858
dc.identifier.urihttps://hdl.handle.net/10539/40858
dc.language.isoen
dc.publisherUniversity of the Witwatersrand, Johannesburg
dc.rights©2023 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.
dc.rights.holderUniversity of the Witwatersrand, Johannesburg
dc.schoolWits School of Education
dc.subjectEarly grade reading
dc.subjectGender
dc.subjectSetswana
dc.subjectLerning profiles
dc.subjectPhonological awareness
dc.subjectORF
dc.subjectLetter sounds
dc.subjectReading trajectories
dc.subjectEGRS
dc.subjectUCTD
dc.subject.otherSDG-4: Quality education
dc.titleLearning profiles and reading benchmarks: Trends from South African data on early grade reading
dc.typeDissertation
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