Assessering van leesbegrip in Afrikaansmedium primêre skole in die Vrystaat

[摘要] English: No evidence of South African research on the assessment of reading strategies could be found. The assessment of reading strategies in Afrikaans medium primary schools in the Free-State was investigated to determine to what extent educators assess reading strategies. The teaching of reading comprehension is closely related to the assessment thereof. The latest research as well as the Learning Area Languages in the Revised National Curriculum Statement show that effective teaching of reading strategies as well as the assessment thereof should be of utmost importance in the Language classroom. Good readers spontaneously use reading strategies to improve reading comprehension. On the other hand research has shown that poor readers do not acquire reading strategies spontaneously and that their reading comprehension suffers accordingly. In the first article, the assessment of various reading strategies, for example the activating of background knowledge, inferences and predictions were critically investigated. Further investigations, for example the use of dictionaries and paraphrasing (write in own words) were also done. In the second article the different types of questions used during assessment of reading comprehension were investigated. The investigation showed that the few assessments of reading strategies are causing concern. The focus is on question types that concentrate on lower order thinking, for example literal comprehension. Learners are seldom exposed to questions that result in higher order thinking for example inferences and critical reading questions. It is therefore recommended that educators assess and teach reading strategies. When reading comprehension is assessed, educators should also use question types that facilitate higher order thinking. The main purpose of teaching reading is to create and develop independent, strategically readers.

[发布机构] University of the Free State