Investigating
reading
comprehension
proficiency in
multilingual
learning contexts
of North-West
Province: A
Comparative Study
LERATO MOOPELWA
28638352
Introduction
The aim of this chapter is to outline the framework of the research proposal. The
background of the study will provide an explanation as to why the study will be
conducted. It focuses on the reading comprehension skills of grade 5 learners in six
schools in the North West Province. Furthermore, it focuses on how the results
obtained can assist teachers to develop teaching methods to help improve the
necessary reading comprehension skills for academic improvement in South African
multilingual learning public schools with contexts similar to those in North-West
Province. The background is followed by a discussion of the problem statement and
the research question as well as the aim and significance of the study. Next the
research design will be discussed followed by the reliability and validity of the study.
This is followed by the ethical considerations and concluded with the outline of the
chapters.
Background
Reading is the foundation of all academic endeavours and provides students with
access to civic opportunities outside of the classroom (Coltheart, & Prior, 2007).
Additionally, reading is a crucial skill that aids students in finding and communicating
information. Effective reading skills are necessary for successful learning. Because
we read words and letters individually, reading is a technical process. Reading,
however, cannot be reduced to a purely technical process; rather, in order to
comprehend a text, the reader must actively organize and assess the information they
are receiving as they read (Rodgers, 2001). It is efficient data processing because we
decode and comprehend each word as we combine their individual meanings to
understand the sentence as a whole. To understand a text, readers must recall prior
knowledge from memory and connect it to new information in the text (Carrell &
Eisterhold, 1983).
According to Piper, Schroeder, and Trudell (2015); Piper, Zuilkowski, and Mugenda
(2014) cited by Fatyela et al (2021) A learner’s listening and decoding skills determine
their level of comprehension. Learners are required to illustrate an understanding of
concepts, interpretation of content, as well as to read by answering questions.
According to Piper et al. (2014) cited by Fatyela et al (2021) the combination of what
they already know and the information in texts is how readers build ideas. Reading
comprehension is a crucial skill for effective communication, and it is a potent tool that
will equip students to succeed academically (Richards, & Rodgers, 2014).
Contrarily, Fatyela et al (2021) states that according to many researchers
(Mudzielwana et al. 2012; Pretorius & Spaull 2016), meaning-making and higher-order
thinking skills are not given enough attention in South African schools, especially for
students who are learning in their second or third language. Higher-order thinking skills
development, according to Yen and Halili (2015) cited by Fatyela et al (2021), fosters
critical thinking in students so they can respond to problems in the real world. They
claim that in order for students to reach their maximum levels of thinking, critical
thinking skills must be intentionally trained because they do not come naturally to
people.
Furthermore, reading is closely related to the invention of writing, meaning that there
is no one born with the skill of reading or writing because these skills have to be taught.
Reading is the primary factor in acquiring knowledge and expertise, it is a translation
of written symbols and spoken words and the relationship between the meaning and
the written character. Therefore, reading is complex relationship between the tongue,
mind, and eyes. According to Al-jarf (2007) cited by Mehmood Sajid et al (2020) states
that teaching learners to read is to help them understand what they have read and
efficiently acquire information.
According to Mehmood Sajid et al (2020) during the first three years of schooling,
children learn to read where they develop the capacity to interpret the written symbols
for the oral language that they have been hearing since birth. Starting in fourth grade,
schooling takes on a very different purpose, one that in many ways is more complex
and demanding of higher-order thinking skills. Learners who do not "learn to read"
during the first three years of school experience enormous difficulty when they are
subsequently asked to "read to learn." Teaching students to read by the end of third
grade is the single most important task assigned to the foundation phase. If efficient
reading skills are not developed by this time, it effects the learner negatively as they
move to higher grades.
Reading is the Open Sesame for acquiring knowledge: learn to read, and you can read
to learn just about anything. But learning to read is a complex matter that begins long
before a child starts school. In fact, researchers now know that the foundation for
reading lies in the oral language children are exposed to and develop in the first three
years of life (Hart & Risley, 1995). After four years of schooling, or when they are about
nine years old, all students are expected to begin using reading as a tool for learning
(Mullis et al., 2006). The intermediate phase in South Africa is the transition from
learning to read to reading to learn, but for a variety of reasons, learners may not be
able to read and comprehend texts as would be expected of them at this stage of their
education.
The vast majority of SA students struggle to read effectively due to their poor reading
skills. According to the Progress in International Reading Literacy Study (PIRLS), 78%
of South African students in grade 4 and 5 did not meet the lowest benchmark, which
provides evidence of the country's poor literacy performance. According to reports,
South African students in the intermediate phase still have low literacy rates. In a study
by The National Education Evaluation and Development Unit in rural and urban areas
of South Africa, it was found that many students still struggle to achieve a score of
more than four out of 20 on a basic reading comprehension test after five years of
formal schooling (Phokungwana, 2012).
Learners who are proficient readers typically achieve greater academic success than
those who are not (Pretorius, & Ribbens, 2005). The first level of comprehension skills,
which involves the explicit retrieval of information, sets the lowest benchmark and
reflects how poorly South African schools teach reading for meaning. South Africa is
ranked at the bottom of the list of underperforming nations as a result (Mullis et al,
2006). Additionally, learners were found to be at least three years below their expected
reading proficiency level, both in English and their native languages (Muller, 2003).
People are active users of language therefore, reading is a linguistic activity. The level
of reading proficiency that students display has an impact on both teaching and
learning. Reading in one's native or first language paves the way for reading in the
language of instruction and learning (LoLT). As a result, reading proficiency in the
home language and the LoLT may improve together.
Problem statement
Proficient reading comprehension allows individuals to extract meaning from texts,
comprehend complex ideas, and engage in critical thinking. However, many students
face challenges in comprehending texts effectively. According to Ovando (2005) cited
by Mehmood Sajid et al (2020) in the first language reading, readers use only a single
language, whereas, in a second language reading, learners have at least two
languages to manage with. Reading a text in a foreign or second language with
comprehension becomes a complex and challenging and sophisticated method. Pugh
et al. (2000) have stated that reading is regarded to be an essential skill for survival in
life and, as such, a fundamental skill for success in academics.
In South Africa, the language of education policy recommends the use of the mother
tongue for educational purposes from grade 1 to grade 3. South Africa’s performance
in PIRLS has been dismal even in South African languages where most learners are
mother tongue speakers, according to PIRLS (2016). This dismal reading
comprehension proficiency needs to be investigated along with how reading
instruction is enacted.
Most learners complete the Foundation Phase, or the first three years of school, in
their first language (HL), which is also their local language of instruction. Some of the
students in the educational setting speak English as a first language, while others do
so as an English second language (ESL) (Butler, 2017). In Grade 1, English is taught
as a first additional language (FAL), and in Grade 4, English is switched to become
the only language of instruction (LoLT) in most South African schools (Vukeya, 2014).
Additionally, when students advance to Grade 4, the curriculum switches from learning
to read to reading to learn, which causes a problem (Mboacha, 2015).
Up until grade four, students in township (public) schools are taught in their mother
tongue. After that, English is introduced as a language of instruction, though it is rarely
used. However, English is the primary language of instruction starting in Grade R in a
majority of urban (private) schools. It has been established that the majority of South
African learners speak English in addition to their native tongue, which has negatively
impacted their reading comprehension abilities (Stols, 2011) this is supported by
Fleisch (2008).
The issue of students' poor reading performance persists (Coltheart & Prior, 2007;
Commeyras & Inyenga, 2007). The levels of reading that enable exploration beyond
the words on the page are beyond the grasp of beginning readers. According to
Bernhardt (1998) readers have frequently been observed "barking the text," that is,
"saying out words" while failing to comprehend what they have read (understanding
the meaning). When reading English as a second or additional language, this poor low
reading is particularly severe, especially when there is little or no interaction or event
in English. Studies by Matjila and Pretorius (2004), Pretorius and Ribbens (2005), and
Pretorius and Mampuru (2007) have demonstrated these.
Muth, & Perry, (2010) noted that there are numerous concerns regarding learners'
development of fundamental reading literacy skills at the foundational level, and
Lessing and De Witt (2005) noted that this issue extends to the higher grades.
Concerns exist regarding learners' attaining the academic language skills required for
tertiary education as well as the acquisition of advanced literacy skills in high school.
Young learners in South Africa are having difficulty developing the reading skills
necessary for their future academic and professional success, according to Pretorius
& Mampuru, (2007).
Research Question
In this study, reading comprehension is defined as the ability to extract ideas from
texts, draw conclusions, ask questions, interpret and integrate ideas, and summarize
information in accordance with the PIRLS 2006 assessment framework (Mullis et al.,
2006, p.12).
Furthermore, reading instruction is the structured and systematic
methods used to teach individuals how to read. It includes purposeful teaching of
reading strategies, vocabulary development, phonics, fluency techniques and
comprehension strategies. The study is structured with a central main question as well
as two sub-questions that will assist in fulfilling the aim of the study.

What is the relation between reading instructions and reading comprehension
in multilingual learning contexts of the North-West Province?
There are two sub-questions that make up the study. The specifics of the questions
will be covered in greater detail in Chapter 3: Methodology.

What strategies are used by the teachers to assist learners in achieving
exceptional reading comprehension skills and how can these strategies be
implemented by schools that ranked lowest during data collection in order to
increase reading comprehension skills of the learners?

What additional factors may contribute to the low reading comprehension
scores of grade 5 students in schools with various English-speaking
backgrounds?
Research Aim
The aim of the study is to investigate the reading comprehension proficiency of
students in multilingual learning contexts within the North-West Province of South
Africa. The North-West Province is recognized for its linguistic diversity, with several
languages being spoken, including Setswana, Afrikaans, and English. This study aims
to understand the factors influencing reading comprehension in these contexts and to
identify potential strategies to enhance reading proficiency among students. The
results gathered would assist with developing teaching strategies that improve reading
comprehension thus improve the academic potential of the learners in schools that
ranked least. Lastly this study aims to contribute to the existing body of knowledge by
providing context-specific insights and recommendations for educators, policymakers,
and researchers.
Research objectives
The main objectives of the study are:

To assess the reading comprehension proficiency of grade 5 students in
multilingual learning contexts

Compare the reading comprehension performance of students across
different languages (Setswana, Afrikaans, and English).

To identify and investigate reading with comprehension teaching strategies and
how they can improve the reading comprehension of the learners.

To identify factors, influencing their reading skills, and compare performance
across different languages.
Research Rational
Learning to read is essential because it is the key to unlocking the world of information
(Vukeya, 2014). All types of intellectual development and personal learning depend
on reading (Mullis et al., 2006). The research rationale emphasizes the significance of
investigating reading comprehension ability in multilingual learning contexts to develop
teaching strategies, inform language policy implementation, and fill any research gaps
in the North-West Province. The North-West Province is linguistically diverse so
learners are often exposed to multiple languages such as Setswana, Afrikaans, and
English, this presents exceptional opportunities and challenges for reading
comprehension development. It can provide insight on the development of reading
instructions that support multilingual learners.
Furthermore, the study aims to highlight any possible inequalities that exist among
different language groups because the identification of factors that influence proficient
reading comprehension will promote accessible quality education for the learners. The
language policy framework of South Africa is rich and it supports the maintains and
development of multilinguism. Investigation reading comprehension skills is consistent
with the implementation of language policies and offers empirical evidence of how
successfully these policies are being carried out in the North-West Province. The study
will raise questions about schools and their policies, it will question the discrepancies
that the learners bring from one grade/phase to the other.
It will further explore external factors that may play a role in the reading comprehension
of the learners. The study will thus contribute new information which will provide the
necessary contribution to help shape the educational planning and practices in the
North-West Province. The findings of the study will be beneficial to the education
system and other institutions both indirectly and directly It will have major implications
for education and teaching reading strategies in classrooms. By understanding how
learners develop reading comprehension skills, teachers can adapt their teaching
strategies, select appropriate teaching materials, and provide adequate support
learners' reading proficiency across languages.
Methodology
The research process requires the collection, analysis, and interpretation of data in an
ethical, methodical, and critical manner in order to comprehend a phenomenon or
provide an answer to a question. In order to ensure the success of the research, it is
also crucial to use an appropriate research methodology (Askarzai et al, 2017). There
are three different types of research methodologies, which will be briefly described;
however, this research study will use the mixed method research methodology. The
research methodology employed is important because it has an impact on the
reliability of the research results.
The qualitative research methodology holds that a phenomenon can only be
understood through the meanings people conveyed, in contrast to the quantitative
research methodology, which holds that reality or a phenomenon can be quantified or
measured. In order to understand a phenomenon, quantitative research methodology
collects and analyses numerical data; it is also known as experimental, positivist,
traditional, and empirical research (Jean Lee, 1992). Additionally, the majority of it is
presented as numbers. As a result, it is unbiased, heavily dependent on statistical
analysis, and the study is independent of the researcher's opinions.
The process of gathering and analysing textual data to comprehend how people are
interpreting a phenomenon is known as qualitative research methodology. It is
arbitrary and frequently used to comprehend both social phenomena and human
behaviour. Interpretive, constructivist, post-positivist, naturalistic, and post-modern
methodologies are also used in qualitative research (Astalin, 2013). In terms of
research questions, data collection techniques, data types, data analysis, and data
presentation, the two methods diverge. Consequently, during this discussion of
quantitative and qualitative data, mixed methodology emerged as the third platform
(Jean Lee, 1992).
More specifically, a mixed research methodology is one in which the researcher
combines quantitative and qualitative research techniques, methods, approaches, and
concepts in a single research project. According to Creswell and Plano Clark (2011),
a mixed method approach provides a better understanding of research problems. This
gives the researcher an opportunity to obtain a greater insight into the issue under
investigation. For investigating reading comprehension proficiency in multilingual
learning contexts of the North-West Province, a mixed-methods research design will
be used. This design allows for the integration of quantitative and qualitative data
collection and analysis to provide a comprehensive understanding of the research
topic. Furthermore, this analysis is quantitative, with qualitative methodology to gain
greater insight. This type of mixed methods design can be characterised as
convergent parallel mixed methods (Bryman, 2006).
 Methodological framework

Research setting
The setting of this research study will take place in the Dr Kenneth Kaunda district, in
the North West Province. The North-West Province, located in South Africa, is known
for its linguistic diversity, with several languages being spoken, including Setswana,
Afrikaans, and English. The KK district is home to more than 200 schools, all spread
out to into smaller regions. The study will be limited to only six schools with a central
focus public and private primary school with a multilingual learning context. The setting
is not the representative of all the schools in the North West Province but will provide
sufficient information necessary for the research questions and objective of the study.

Research participants
The study will select a representative sample of students from grades 5 with linguistic
backgrounds (Setswana, Afrikaans, English) within the North-West Province. Grade 5
learners are expected to write examination predominantly in English where they have
to read and understand without assistance. Therefore, it is expected that when a
learner reaches grade 5, they must be competent in reading. The participants of the
study will include 20 learners in grade 5 classes from six different schools. The schools
will include a:
1. 3x Private primary school,
2. 3x Public primary school

Data collection tools
Quantitative data will be collected by means of administering a PIRLS reading
comprehension tests to assess learners' reading comprehension skills across different
languages. Moreover, the collection of demographic data and information on language
background.
Qualitative data will be collected by means of observation of teaching strategies in
selected classrooms to identify patterns and differences among the groups as well as
semi-structured interviews with teachers whose class were selected for the research
study to gain insights into their experiences, attitudes, and perceptions related to
teaching reading comprehension in multilingual learning contexts.

Data Analysis
Data analysis will be done using appropriate statistical techniques, such as descriptive
statistics, t-tests, and regression analysis, to examine the relationships between
variables and compare performance across different languages as well as the
differences between the public and private schools. Qualitative data will be analyzed
using a thematic analysis of the data obtained from the interviews to identify recurring
themes and patterns related to reading comprehension proficiency and instructional
strategies.
Reliability and Validity
Both reliability and validity are essential components of every phenomenon being
studied. Close scrutiny of these variables determines whether a research study is
either beneficial or detrimental and whether other researchers find the results to be
plausible or reliable (Noble & Smith, 2015: 34). These two aspects are closely related,
and they both demonstrate how a research study's measuring tools differ (Brink,
1993). A measuring instrument is reliable if it is valid, as reliability without validity is
insufficient. A measuring device, however, "may be reliable without being valid" (Brink,
1993). The strategies used in qualitative research to address reliability and validity are
different to the ones used in quantitative research however the definition of each factor
remains the same.
A valid instrument's purpose is to measure what it was designed for, and validity is
concerned with the veracity and accuracy of scientific findings. A valid instrument is
also supposed to illustrate what exists (Golafshani, 2003). While reliability focuses on
consistency, repeatability, and stability, it also emphasizes the research's capacity to
accurately record data collected. It is the capacity of a measuring tool to produce the
same outcomes consistently over a variety of testing intervals (Sürücü & Maslakç,
2020). Furthermore, consistency in the methods used to obtain results and uniformity
in the outcomes are prerequisites for reliability.
This research study plans to research investigating reading comprehension
proficiency in multilingual learning contexts in the North-West Province. In order to
ensure reliability, the study will use standardized assessment tools and procedures to
guarantee consistency in data collection across participants and settings which assists
in minimizing testing errors. In order to ensure validity, the study will further make sure
that the reading comprehension tests used will cover a set range of reading skills that
are appropriate for the learners and the language used. The reading comprehension
tests will be compared with other established tests of proficient reading skills,
furthermore this will illustrate that the tests conducted are accurate measures of
reading comprehension proficiency and it will assess the relationship between reading
comprehension and other variables. Lastly the participants selected will be appropriate
in order to generalizability of the findings study, there will be consideration of factors
such as socio-economic backgrounds, the language(s) of instruction and, cultural
influences therefore the real-world context of multilingual learning in the North-West
Province will be captured.
Ethical considerations
Ethical considerations are defined as a set of moral principles that are widely accepted
and provide guidelines and expectations for appropriate behaviour to research
participants and educators (Richards, 2016). Additionally, research ethics follow
responsibilities for studying respondents that are legal, social, and professional in
nature (Richards, 2016).
There are some ethical issues that must be considered when working with human
subjects. Informed consent became a cornerstone of research involving human
subjects thanks to the Nuremberg code (1949). In order to obtain informed consent,
human subjects must be given the option to decide what will or won't happen to them.
The researcher will create consent letters for learners, parents as well as the teachers
to sign as a sign of their agreement in this study. In order for them to exchange
information about the interview, the researcher and participants will be able to speak
with one another beforehand. To ascertain whether or not they would be willing to
participate, this will be done.
According to Bryman (2006), in order for informed consent to be granted, the following
requirements must be met:

There must be sufficient information provided (there must be full disclosure
about the experiment by the researcher).

The subject's understanding of the material. (When using young children, the
researcher must explain the study in terms that the child can understand).

The nature of the research must also be disclosed to the child's parents.

Involuntary participation that is free from undue pressure or worry for the
subject.
According to Bryman (2006), the research can't have a negative impact on a child's
ability to learn a second language or even pose a slight risk to their physical or mental
health. Additionally, confidentiality is crucial, and it is crucial that the researcher make
it clear to participants that all information will always remain anonymous and
confidential. Participants in this study will be given codes and aliases, which were used
to present the interview results. Confidentiality was also guaranteed to them. The
participant's responses will be recorded and kept private for the duration of the study,
the researcher further explained to the participants, and it would not be shared with
anyone.
Chapter breakdown

Chapter 1: Introduction
This chapter provides an introduction to the research topic, outlining the background
and rationale for the study. It explains why investigating reading comprehension
proficiency in multilingual learning contexts in the North-West Province is important
and identifies the research objectives and research questions that will guide the study.
Additionally, it highlights the significance of the research and its potential contributions
to the field of education. Lastly, an overview of the structure of the research, including
the chapter breakdown, is provided.

Chapter 2: Literature Review
The second chapter presents a comprehensive review of the relevant literature. It
explores the theoretical foundations of reading comprehension and explores existing
studies related to reading comprehension proficiency. The literature review
encompasses topics such as language proficiency, language of instruction, teaching
strategies, and socio-cultural factors influencing reading comprehension. This chapter
identifies gaps in the literature and highlights the specific research questions that the
current study aims to answer.

Chapter 3: Research Methodology
In this chapter, the research design and methodology are described in detail. It outlines
the chosen research approach and justifies its appropriateness for the study. The
study population and sampling procedures are clearly explained, including the
selection process for participants. The chapter also explains on the data collection
methods used, such as standardized assessments, reading passages, and
comprehension questions. Ethical considerations and procedures for obtaining
participant consent are discussed. Furthermore, the data analysis procedures and
statistical methods used are outlined.

Chapter 4: Results and Findings
The fourth chapter presents the results and findings of the research. It includes the
presentation of collected data and descriptive statistics, emphasizing the reading
comprehension proficiency scores across different languages, teaching methods, and
the different schools. The findings are analysed and interpreted, aiming to identify
patterns, trends, and significant differences. The chapter establishes relations
between the results and the existing literature and theoretical frameworks.

Chapter 5: Discussion
The fifth chapter focuses on the discussion of the research findings. It begins with a
summary of the main findings, followed by an in-depth interpretation of the results in
relation to the research questions and the literature review. The implications and
significance of the findings are explored, considering their relevance to educational
practices and policies. Additionally, this chapter examines the various factors
contributing to reading comprehension proficiency in multilingual learning contexts.
Limitations of the study are acknowledged, and suggestions for future research
directions are provided.

Chapter 6: Recommendations and Conclusion
The final chapter begins with a recap of the research objectives and a summary of the
key findings. It proceeds to present the recommendations derived from the study's
results for educators, policymakers, and other relevant stakeholders. The chapter
concludes by summarizing the research and providing final remarks on the study's
outcomes. Reflections on the research process and lessons learned are also included.

Appendices
This section includes additional materials such as consent forms, assessment tools,
and data collection instruments that are relevant to the research. These documents
support the transparency and replicability of the study.
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