FLT3701
Assignment 2
2023 - DUE 24
July 2023
[Document subtitle]
[DATE]
[COMPANY NAME]
[Company address]
, FLT3701 Assignment 2 2023
QUESTION 1:
Read the scenario below, then answer the questions that follow: In Mrs Selepe’ s
Grade 3 class, the learners are seated in a reading circle. Each learner has an
English text as a First Additional Language reading book. They proceed to read
the text out aloud chorally. Initially, an observer may think that the learners are
reading well, with an accent from their home language. However, the more you
listen, the more it becomes clear that the learners are not using the correct
intonation. When the teacher questions them on the content of the story they are
reading, the majority cannot answer appropriately. They do not understand
what they are reading and are unable to derive meaning from the text. The
children are simply “word calling” or “barking at print”. Adapted from Hugo
and Lenyai (2016), Teaching English as a First Additional Language
1.1 The above scenario illustrates that, while decoding is an important and
necessary skill in reading development, it does not automatically result in
enhanced reading comprehension skills. Provide THREE (3) reasons why you
agree or disagree with this statement. (10)
1.1.1 Lack of vocabulary knowledge: Decoding skills allow learners to pronounce
individual words, but without a strong vocabulary, they may struggle to understand
the meaning of those words within the context of a sentence or passage. Reading
comprehension requires the ability to recognize and comprehend a wide range of
words, including their multiple meanings and nuances.
1.1.2 Insufficient background knowledge: Reading comprehension is greatly
influenced by a reader's background knowledge and experiences. If learners do not
have prior knowledge related to the topic or content of the text, they may struggle to
make connections, infer meaning, or engage in critical thinking while reading.
Decoding skills alone cannot compensate for the lack of background knowledge
necessary for comprehension.
1.1.3 Limited comprehension strategies: Effective readers employ various
comprehension strategies, such as making predictions, asking questions, making
inferences, and summarizing. Decoding skills alone do not provide learners with the
Assignment 2
2023 - DUE 24
July 2023
[Document subtitle]
[DATE]
[COMPANY NAME]
[Company address]
, FLT3701 Assignment 2 2023
QUESTION 1:
Read the scenario below, then answer the questions that follow: In Mrs Selepe’ s
Grade 3 class, the learners are seated in a reading circle. Each learner has an
English text as a First Additional Language reading book. They proceed to read
the text out aloud chorally. Initially, an observer may think that the learners are
reading well, with an accent from their home language. However, the more you
listen, the more it becomes clear that the learners are not using the correct
intonation. When the teacher questions them on the content of the story they are
reading, the majority cannot answer appropriately. They do not understand
what they are reading and are unable to derive meaning from the text. The
children are simply “word calling” or “barking at print”. Adapted from Hugo
and Lenyai (2016), Teaching English as a First Additional Language
1.1 The above scenario illustrates that, while decoding is an important and
necessary skill in reading development, it does not automatically result in
enhanced reading comprehension skills. Provide THREE (3) reasons why you
agree or disagree with this statement. (10)
1.1.1 Lack of vocabulary knowledge: Decoding skills allow learners to pronounce
individual words, but without a strong vocabulary, they may struggle to understand
the meaning of those words within the context of a sentence or passage. Reading
comprehension requires the ability to recognize and comprehend a wide range of
words, including their multiple meanings and nuances.
1.1.2 Insufficient background knowledge: Reading comprehension is greatly
influenced by a reader's background knowledge and experiences. If learners do not
have prior knowledge related to the topic or content of the text, they may struggle to
make connections, infer meaning, or engage in critical thinking while reading.
Decoding skills alone cannot compensate for the lack of background knowledge
necessary for comprehension.
1.1.3 Limited comprehension strategies: Effective readers employ various
comprehension strategies, such as making predictions, asking questions, making
inferences, and summarizing. Decoding skills alone do not provide learners with the
