Exploring the relations between oral language and reading instruction in a computational model of reading

To become a proficient reader, children have to learn mappings between print, sound and meaning. There is debate over whether reading instruction should focus on the relations between print and sound, as in phonics, or on the relationship between print and meaning, as in sight word reading. In a study where participants learned a novel artificial orthography, Taylor, Davis and Rastle (submitted) compared print to sound focused or print to meaning focused reading training, demonstrating that sound training was superior for learning to read. However, a benefit from sound focused training is likely dependent on prior acquisition of effective sound to meaning relations of words. To explore this issue, we developed a connectionist model of reading. We exposed the model to a sound or a meaning focused training, but varied the model’s pre-acquired oral language skills. The simulation results showed that proficiency in oral language is a determinant of the advantage of print to sound focused reading training, indicating that reading training should address both oral language skills and print to sound mappings

Unpacking reading comprehension strategies and how teachers teach reading in Grade 4

Dissertation (MEd (Assessment and Quality Assurance in Education)) --University of Pretoria, 2023.This study aims to examine and understand the possible relationship between reading instruction strategies and Grade 4 reading literacy using the PIRLS Literacy 2016 data specifically the PIRLS processes of comprehension. When teachers deliberately use different teaching strategies, with the support of the Department of Basic Education, this could help to improve learners’ reading comprehension. As measured on two scales namely, Straightforward inference scale and the Interpret and Integrate Ideas and information scale, this study focused on specific variables from the PIRLS Literacy 2016 South Africa study, from the teacher and school questionnaires. Secondary data analysis was used with multiple regression analysis to measure the relationship between the reading literacy instructional strategies and Grade 4 reading literacy achievement. This study used the PIRLS 2011 framework as the conceptual framework for this study. This framework aims to give a clear understanding of how the different reading instructional strategies affect learners within the classroom and school context. This study found that one reading strategy, Determine the author’s perspective or intention, was statistically significant for both the scales of reading achievement. This study highlights the important role learners' socio-economic status plays in their day-to-day education.Science, Mathematics and Technology EducationMEd (Assessment and Quality Assurance in Education)RestrictedFaculty of EducationSDG-04: Quality Educatio