Classroom assessment of reading comprehension: How are preservice Foundation Phase teachers being prepared?

dc.creator	Carisma Nel
dc.date	2012-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:13Z
dc.date.available	2015-07-20T22:07:13Z
dc.identifier	10.5785/27-2-107
dc.identifier	0259-2312
dc.identifier	2224-0012
dc.identifier	https://doaj.org/article/f5c366abd85b4d9ca1141807ce5a3b85
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11043
dc.description	<p><em>A number of assessment studies in recent years have shown that the educational achievement of learners in South African schools is unacceptably poor. The Department of Education’s systemic evaluations, conducted in Grade 3 (first cycle in 2001, second cycle in 2007) show very low levels of literacy among learners. Reading comprehension and writing scores averaged 39% for the first and 36% for the second cycle. Research indicates that less attention has been given to children’s reading comprehension skills compared to decoding skills. Teacher preparation programmes should provide candidates with a rigorous, research-based curriculum and opportunities to practise a range of predefined skills and knowledge. The demands of competent literacy instruction and assessment, and the training experiences necessary to learn it, have been seriously underestimated by universities. Teacher education programmes should ensure that teachers, amongst other crucial aspects, know how to assess the progress of every student and change instruction when it is not working and also know how to communicate results of assessments to various stakeholders, especially parents. The purpose of this article is to report on the training that pre-service teachers receive, related to reading comprehension assessment practices, within a BEd foundation phase teacher preparation programme.</em></p>
dc.language	English
dc.publisher	Stellenbosch University
dc.relation	http://perlinguam.journals.ac.za/pub/article/view/107
dc.relation	https://doaj.org/toc/0259-2312
dc.relation	https://doaj.org/toc/2224-0012
dc.source	Per Linguam : A Journal of Language Learning, Vol 27, Iss 2 (2012)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Classroom assessment of reading comprehension: How are preservice Foundation Phase teachers being prepared?
dc.type	article