The use of the directed reading thinking activity (DRTA) strategy by English first additional language teachers in primary schools in Nqutu Circuit
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Date
2023
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University of Zululand
Abstract
The teaching of reading in schools requires an understanding of the specific skills required for reading, and the use of certain strategies to inculcate these skills in learners. Given the importance of reading skills in classroom practice, this study aimed to explore the use of the Directed Reading Thinking Activity (DRTA) strategy by English First Additional Language (EFAL) teachers in developing reading for comprehension skills among Grade 6 learners in primary schools. This study sought to determine the strategies used by EFAL teachers in using DRTA, the challenges they faced in doing so, and the ways in which their use of the strategy may be improved.
The researcher adopted a qualitative research approach, multiple-case design, interpretivist paradigm, and the study underpinned by social constructivism theory and conducting semi-structured interviews with 10 Grade 6 EFAL teachers from 10 primary schools in the Nquthu circuit, uMzinyathi District in KwaZulu-Natal province. In addition to interviews, non-participatory classroom observations were used to collect data. Thematic analysis of the results revealed that Grade 6 EFAL teachers adopted a variety of strategies to nurture learners’ reading for comprehension skills, but do not make optimum use of the DRTA strategy. Most teachers experienced challenges while teaching reading for comprehension skills, such as shortages of resources and teachers’ own lack of professional development. These challenges negatively affected their teaching of reading in the classroom. The study recommends that the Department of Basic Education provide regular, relevant and adequate training for EFAL teachers on pedagogical content, including the use of the DRTA strategy to enhance the effective teaching of reading skills in their classrooms. In addition, EFAL teachers should be involved in the design of curriculum content for teaching reading for comprehension. This would assist to develop the integration of the DRTA strategy into their classroom practice.
Description
A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Instructional Studies in the Department of Curriculum and Instructional Studies at the University of Zululand, South Africa [2023].