Teaching reading comprehension Authors: E Pretorius and S Murray


Teaching reading comprehension introduces teachers and student teachers to reading comprehension in an informative and user-friendly manner. It builds theoretical understanding and outlines sound research- proven methods necessary to inform practice. At the same time, the book off ers practical guidance on teaching learners how to make meaning from texts with step-by-step descriptions of how to apply the reading and vocabulary strategies discussed. Samples of lesson plans and the teaching aids required to support the strategies are also provided.


This book assumes very little prior knowledge in the area of reading instruction while off ering substantial depth in this area of study. The approach is informed by a multi-level constructivist-interactionist approach to reading.


Generally, readers should gain the following from the book:


PAPERBACK MAR 2019 OUP SA


344 PAGES 9780190448837 9780190720605


• An understanding of the necessary, basic (evidence-based) concepts prevalent in reading comprehension theory and instruction


• A shift away from the common belief that language is ‘the language teacher’s problem’, or worse still, the learner’s problem, to a realisation that all teachers are eff ectively language teachers, and that comprehension instruction belongs in all subjects


• An understanding that comprehension can be explicitly taught to learners in ways that enhance their understanding of text


• An understanding of the diff erent ways that narrative and information texts are structured, and how understanding such genre conventions contributes to text comprehension


• An understanding of diff erent types of text questions and answers, ranging from literal to a range of higher order questions/answers, with practical tips for recognising and formulating them


• Recognition of the importance of continuous vocabulary development to support reading comprehension, and practical suggestions as to how this can be done


• Recognition of the importance of aff ect, self-effi cacy and motivation in reading comprehension, and practical suggestions as to how this can be developed


• Recognition of the importance of establishing a culture of reading to support ‘reading to learn’ and reading for leisure, and practical guidelines as to how this can be managed in a school setting.


Practically, readers of the book will be able to do the following:


• Apply the reading comprehension instruction framework used in the book to their own personal reading practices, as well as to their classroom practices (the framework is designed for the unique South African education context)


• Maximise meaning making throughout the reading process, with a strong focus on establishing the meaning-making process in the before-reading, during-reading and after-reading phases


• Apply reading comprehension strategies in all subjects • Apply multilingual instruction and/or translanguaging in their classes, at least during the pre-reading phase (particularly in establishing prior knowledge, making predictions and asking pre-reading questions)


• Motivate and support learners appropriately into becoming independent readers.


“The book is great and it has covered valuable concepts as far as reading comprehension is concerned. There are good strategies that will be of great importance to teachers. The manuscript can also be eff ective to teachers who are already in the teaching profession. ”


Nomfusi Dlaku, Language Facilitator and Teacher Trainer


“This is the book that South African literacy teacher educators and primary school teachers have been waiting for! The authors draw on a wide range of theoretical and empirical research and their extensive experience of diverse South African classrooms to guide teacher educators and teachers through the complex process of teaching learners to read in home and additional languages and to use reading for learning. ” Prof Yvonne Reed, University of Witwatersrand: School of Education


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TEACHER EDUCATION CATALOGUE


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