FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER: 795017
MODULE CODE: FLT3701
MODULE NAME: FIRST ADDITIONAL LANGUAGE TEACHING
IN THE FOUNDATION PHASE
ASSIGNMENT: 02
DUE DATE: 24 JULY 2023
,QUESTION 1
1.1 Three reasons why I agree that decoding is an important but insufficient skill for
reading comprehension are:
1.1.1 Vocabulary and language comprehension: Reading comprehension involves
understanding the meaning of words and phrases in context. Decoding alone does
not guarantee comprehension if learners lack vocabulary knowledge or struggle with
understanding the language used in the text. Without sufficient vocabulary and
language comprehension skills, learners may decode words accurately but fail to
grasp the overall meaning of the text.
1.1.2 Background knowledge and prior experiences: Reading comprehension is
influenced by learners' prior knowledge and experiences related to the content of the
text. If learners lack the necessary background knowledge or have limited exposure
to the topics covered in the text, decoding alone will not help them make meaningful
connections or draw inferences from the information presented. Comprehension
requires the integration of prior knowledge with the text, which goes beyond
decoding skills. In the scenario, the fact that English is a First Additional Language
for the students suggests that they might not have the necessary vocabulary or
cultural understanding to fully comprehend the text.
1.1.3 Higher-order thinking skills: Reading comprehension involves higher-order
thinking skills such as inference, critical analysis, and synthesis. Decoding skills
focus on word-level processing, while comprehension requires learners to go beyond
individual words and understand the relationships between ideas, draw conclusions,
and evaluate information. Simply decoding the words does not develop these higher-
order thinking skills necessary for comprehension.
1.2 Strategies for enhancing reading with understanding:
1.2.1 Phonological awareness: Phonological awareness refers to the ability to
identify and manipulate the sounds in spoken language. It helps learners develop an
understanding of the sound structure of words, which is crucial for decoding and
spelling. By improving phonological awareness, learners can better connect sounds
, with letters and decode words accurately. It also supports their ability to recognize
rhymes, syllables, and phonemic patterns, which in turn aids comprehension. The
issue of incorrect intonation in Mrs. Selepe's class could be improved with a greater
focus on phonological awareness. This would involve activities designed to highlight
the sounds in words, the rhythms of sentences, and the intonation of phrases. For
instance, Mrs. Selepe might introduce a game where learners clap out the syllables
in different words, or a task that involves identifying words that rhyme within the text.
By breaking the text down into its individual sounds and patterns, the learners would
gain a better understanding of English phonology, which would help them read with
correct intonation and enhance their comprehension.
1.2.2 Frame of reference: A frame of reference refers to the context or background
knowledge that readers bring to a text. It involves activating prior knowledge and
experiences related to the topic before reading. By connecting the text to their
existing knowledge, learners can make predictions, generate questions, and
establish a mental framework for understanding the content. Engaging in activities
that activate the frame of reference can enhance comprehension by providing a
foundation for making meaning from the text.
To increase comprehension, Mrs. Selepe could help learners connect the content of
the text with their own experiences or existing knowledge - their frame of reference.
For example, if the text is about a family going on a picnic, Mrs. Selepe could start by
asking learners about their own experiences with picnics or family outings.
Discussing the similarities and differences between the learners' experiences and
the story can deepen their understanding and provide a context for the text, making it
easier for them to understand and remember the story.
1.2.3 Images and pictures: Visual aids such as images and pictures can support
reading comprehension by providing visual representations of the concepts or events
described in the text. Visual cues help learners make connections, visualize
information, and form mental images that aid comprehension. They can also serve
as prompts for discussion and further exploration of the text, allowing learners to
engage with the content in a multisensory manner.
STUDENT NUMBER:
UNIQUE NUMBER: 795017
MODULE CODE: FLT3701
MODULE NAME: FIRST ADDITIONAL LANGUAGE TEACHING
IN THE FOUNDATION PHASE
ASSIGNMENT: 02
DUE DATE: 24 JULY 2023
,QUESTION 1
1.1 Three reasons why I agree that decoding is an important but insufficient skill for
reading comprehension are:
1.1.1 Vocabulary and language comprehension: Reading comprehension involves
understanding the meaning of words and phrases in context. Decoding alone does
not guarantee comprehension if learners lack vocabulary knowledge or struggle with
understanding the language used in the text. Without sufficient vocabulary and
language comprehension skills, learners may decode words accurately but fail to
grasp the overall meaning of the text.
1.1.2 Background knowledge and prior experiences: Reading comprehension is
influenced by learners' prior knowledge and experiences related to the content of the
text. If learners lack the necessary background knowledge or have limited exposure
to the topics covered in the text, decoding alone will not help them make meaningful
connections or draw inferences from the information presented. Comprehension
requires the integration of prior knowledge with the text, which goes beyond
decoding skills. In the scenario, the fact that English is a First Additional Language
for the students suggests that they might not have the necessary vocabulary or
cultural understanding to fully comprehend the text.
1.1.3 Higher-order thinking skills: Reading comprehension involves higher-order
thinking skills such as inference, critical analysis, and synthesis. Decoding skills
focus on word-level processing, while comprehension requires learners to go beyond
individual words and understand the relationships between ideas, draw conclusions,
and evaluate information. Simply decoding the words does not develop these higher-
order thinking skills necessary for comprehension.
1.2 Strategies for enhancing reading with understanding:
1.2.1 Phonological awareness: Phonological awareness refers to the ability to
identify and manipulate the sounds in spoken language. It helps learners develop an
understanding of the sound structure of words, which is crucial for decoding and
spelling. By improving phonological awareness, learners can better connect sounds
, with letters and decode words accurately. It also supports their ability to recognize
rhymes, syllables, and phonemic patterns, which in turn aids comprehension. The
issue of incorrect intonation in Mrs. Selepe's class could be improved with a greater
focus on phonological awareness. This would involve activities designed to highlight
the sounds in words, the rhythms of sentences, and the intonation of phrases. For
instance, Mrs. Selepe might introduce a game where learners clap out the syllables
in different words, or a task that involves identifying words that rhyme within the text.
By breaking the text down into its individual sounds and patterns, the learners would
gain a better understanding of English phonology, which would help them read with
correct intonation and enhance their comprehension.
1.2.2 Frame of reference: A frame of reference refers to the context or background
knowledge that readers bring to a text. It involves activating prior knowledge and
experiences related to the topic before reading. By connecting the text to their
existing knowledge, learners can make predictions, generate questions, and
establish a mental framework for understanding the content. Engaging in activities
that activate the frame of reference can enhance comprehension by providing a
foundation for making meaning from the text.
To increase comprehension, Mrs. Selepe could help learners connect the content of
the text with their own experiences or existing knowledge - their frame of reference.
For example, if the text is about a family going on a picnic, Mrs. Selepe could start by
asking learners about their own experiences with picnics or family outings.
Discussing the similarities and differences between the learners' experiences and
the story can deepen their understanding and provide a context for the text, making it
easier for them to understand and remember the story.
1.2.3 Images and pictures: Visual aids such as images and pictures can support
reading comprehension by providing visual representations of the concepts or events
described in the text. Visual cues help learners make connections, visualize
information, and form mental images that aid comprehension. They can also serve
as prompts for discussion and further exploration of the text, allowing learners to
engage with the content in a multisensory manner.
