Playing Football without a Ball: Language, Reading and Academic Performance in a High-Poverty School

Autor/inn/en	Pretorius, Elizabeth J.; Mampuru, Deborah Maphoko
Titel	Playing Football without a Ball: Language, Reading and Academic Performance in a High-Poverty School
Quelle	In: Journal of Research in Reading, 30 (2007) 1, S.38-58 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2006.00333.x
Schlagwörter	Foreign Countries; Grade 7; Reading Research; Academic Achievement; Reading Instruction; Language Proficiency; Second Language Learning; Poverty; Elementary Schools; Intervention; English (Second Language); Language Acquisition; Reading Skills; South Africa + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Leseforschung; Schulleistung; Leseunterricht; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Armut; Elementary school; Grundschule; Volksschule; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Reading skill; Lesefertigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Second language (L2) reading research suggests that there is a complex interplay between L2 proficiency, first language (L1) reading and L2 reading. However, not much is known about the effect of L1 proficiency on L1 reading, and of L1 reading on L2 reading, or vice versa, in bilingual settings when readers have few opportunities for extensive reading in their L1. The relationships between L1 (Northern Sotho) and L2 (English) proficiency and L1 and L2 reading were examined in Grade 7 learners attending a high-poverty primary school in South Africa, during the course of a year when a reading intervention programme was implemented. The effect that attention to reading and accessibility of books had on the learners' reading proficiency in both languages was examined, and the factors that predicted academic performance were analysed. When the learners were engaged in more reading, L2 reading contributed more variance to L1 reading than L1 proficiency. Reading in both languages also contributed significantly to academic performance. The study highlights the need for more cross-linguistic reading research in different educational settings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10