Still Falling at the First Hurdle: Examining Early Grade Reading in South Africa
Still Falling at the First Hurdle: Examining Early Grade Reading in South Africa
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仍然在第一道坎上失败：考察南非的早期阅读
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
E. Pretorius
中科院分区：
文献类型：
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作者：
N. Spaull;E. Pretorius
本章概述了我们对南非阅读结果的了解。在对阅读研究的一些基本原则进行初步调查后，我们发现，尽管南非的阅读结果在2006年至2011年期间有所改善，但在2011年至2016年期间却停滞不前。PIRLS的最新研究（2016年）表明，78%的四年级儿童无法阅读任何语言的意思。这些结果并不是必然的。教儿童阅读所需的知识和教学实践以及这样做所需的资源在国际上，甚至在高度贫穷的情况下，都是众所周知和很好理解的。我们认为，学校教育系统中明显的不平等根源于出生时分配的不平等生活机会，并通过不同的阅读轨迹得到巩固。越过“理解冰山”，我们记录了这些可怕结果背后的真相。大多数孩子在一年级或二年级时还没有掌握解码母语的基本知识，这使得为了意义或乐趣而阅读的可能性不大。我们提倡一种注重早期阅读成功的方法，并确保教师知道如何教授阅读，他们有这样做的材料，孩子们有现成的书籍，每年评估阅读结果。
This chapter provides an overview of what we know about reading outcomes in South Africa. After an initial survey of some foundational tenets of reading research we show that while reading outcomes in South Africa improved between 2006 and 2011 they have stagnated between 2011 and 2016. The most recent PIRLS study (2016) showed that 78% of Grade 4 children cannot read for meaning in any language. There is nothing inevitable about these results. The knowledge and instructional practices required to teach children to read – as well as the resources needed to do it – are known and well understood internationally, even in high-poverty contexts. We argue that the inequalities evident in the schooling system have their roots in unequal life chances doled out at birth and consolidated through differential reading trajectories. Moving beyond the ‘comprehension iceberg’ we document what lies beneath these dire results. The majority of children have not mastered the basics of decoding in their home language in Grade 1 or 2 making reading for meaning or pleasure unlikely. We advocate an approach focusing on early reading success and ensuring that teachers know how to teach reading, that they have the materials to do so, that children have ready access to books and that reading outcomes are assessed annually.