Literaturnachweis - Detailanzeige
Autor/inn/en | Pretorius, Elizabeth J.; Currin, Sally |
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Titel | Do the Rich Get Richer and the Poor Poorer?: The Effects of an Intervention Programme on Reading in the Home and School Language in a High Poverty Multilingual Context |
Quelle | In: International Journal of Educational Development, 30 (2010) 1, S.67-76 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0738-0593 |
DOI | 10.1016/j.ijedudev.2009.06.001 |
Schlagwörter | Intervention; Poverty; Disadvantaged Schools; Multilingualism; Foreign Countries; Grade 7; Reading Instruction; Elementary Schools; African Languages; English (Second Language); Second Language Learning; Language of Instruction; Reading Skills; Longitudinal Studies; Case Studies; South Africa Armut; Mehrsprachigkeit; Multilingualismus; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Leseunterricht; Elementary school; Grundschule; Volksschule; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Reading skill; Lesefertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | There is little research on differential reading performance in multilingual contexts in less than ideal learning conditions. This article reports on a reading intervention project in a poor multilingual primary school in South Africa where reading levels in Northern Sotho (home language) and English (language of schooling) were initially very low amongst Grade 7 learners. The nature of the reading intervention is briefly sketched and the outcomes after three years of implementation presented. Results at the intervention school showed some Matthew effects in both languages. Differential reading performance is discussed in relation to the high poverty and multilingual context of the school. Although this is a single case longitudinal study, implications for reading interventions and classroom instruction are considered in the context of disadvantaged multilingual primary schools. (Contains 3 figures and 2 tables.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |