'One Day I Will Pick up a Snake, Wanting to Read It': Becoming a Successful Reader in a Rural Environment

Autor/in	van der Mesch, Caroline
Titel	'One Day I Will Pick up a Snake, Wanting to Read It': Becoming a Successful Reader in a Rural Environment
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 6 (2015) 1, Artikel 55 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Rural Schools; Foreign Countries; Emergent Literacy; Poverty; Role Playing; Educational Games; Preschool Children; Early Childhood Education; Elementary School Students; Learning Motivation; Environmental Influences; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Frühleseunterricht; Armut; Rollenspiel; Educational game; Lernspiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Motivation for studies; Lernmotivation; Environmental influence; Umwelteinfluss; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Children learning to read and write in rural areas in Southern Africa perform poorly compared to children in urban schools. The poor results of rural schools in national assessments of reading literacy are explained by the deficits of rural areas: poverty, under-resourced schools and under-qualified teachers. Children in rural areas are frequently not exposed to home literacy practices, which prepare them for formal literacy learning at school. Whilst acknowledging the impact of rural poverty on children's performance, this article explores a role-playing game amongst pre-school and school-going children of rural villages that enabled some children to become successful learners. Focusing on affect, I analyse the way in which the game motivated these children and suggest some of the benefits that promoting this practice may have for teaching and learning in rural areas. The continued underperformance of children in rural schools makes a compelling case for investigating ways of promoting learning and reading in rural homes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01