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. 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