Abstract
The study explored brief learning support interventions that teachers can use to assist Grade 12 English Second Language (ESL) learners with reading comprehension difficulties. A learner’s proficiency in English and reading comprehension abilities have an impact on their overall academic performance, which is particularly crucial for achieving adequate results in the final matriculation exams. The learning support strategies should be brief to accommodate busy learners at matric level. The strategies should be clearly targeted on reading comprehension levels required to understand matriculation exam paper questions. These skills are pertinent for matric learners who are not reading and writing exams in their home language and struggle with reading comprehension.
The study design was phenomenological and qualitative in nature, as data were collected through semi-structured interviews with matric learners. Criterion purposive sampling was used to recruit four matric ESL learners. Trustworthiness was ensured by keeping an audit trail, triangulating multiple data sources, and member checking the themes with the participants. Thematic content analysis techniques were used to code data into themes.
Essential key areas of difficulty experienced by ESL learners regarding comprehension were identified. These key areas of difficulty include limited grammar and syntax knowledge, inability to differentiate between figurative, idiomatic expression and literal language which hinders the ability to understand text.
The findings of the study indicate that learners did not partake in reading or school-related activities during the COVID-19 lockdown. This worsened their reading and comprehension abilities because there is a positive correlation between reading time and improvement in reading and comprehension skills. Also, learners have an indication of good strategies which they could use to enhance their comprehension abilities. Teachers can help learners to become aware of this knowledge and ideas they already possess, then build on that through scaffolding. At matric level, there is no time for teachers to teach learners basic reading skills they should already have obtained at foundation phase and primary level. Yet their fluency and decoding abilities impact on their reading comprehension skills. Teachers can use the brief learning support intervention to target areas for improvement. Intervention strategies to assist
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learners at matric level in a maximum period of two weeks include revising grammar and syntax, figurative and literal language, as well as metacognitive strategies that enhance reading comprehension, which include inference, summarising, using background information, and setting reading goals, among others.
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Keywords
COVID-19 pandemic, Learning Support Strategies, English Second Language, Matriculants, Reading Comprehension, Learning intervention, Qualitative research