CHAPTER 2: LITERATURE REVIEW
4.4 Pre-intervention
4.4.7 Responses to Questionnaire
The purpose of using the questionnaire as an instrument was to give the researcher an idea of the background of the students with regards to reading and literacy, and also to look for possible patterns that might provide answers for the current reading and writing skills of the learners. Data showed that the tracked students had all attended different high schools and that only two had a functioning library at either primary or high school level. Also, out of the total of ten, only two were read to at pre-school (i.e. before starting primary school). Students used public libraries but this was mainly for studying purposes as the library was a quiet place to either learn or to make use of computer facilities. Of the two top performing students in the tracked group, Lannice and Theresa, only Lannice had exposure to print before starting school and a functioning school library. This student is also the only one who currently reads regularly for entertainment.
All of the students are actively involved with social media.
In addition, it was noted on the questionnaire that all tracked students said that they had no problem reading in their home language, namely isiZulu. Although there were no formal reading assessments in isiZulu, I used a short, expository isiZulu text at Grade 8 level in order to get a limited idea of the students‘ ability to read in that language (see Appendix 17). Although not a mother-tongue speaker of isiZulu (the language is my L4), my understanding of it enabled me to assess both the fluency and the comprehension of the selected text but I did not feel competent enough to ask the comprehension questions in isiZulu. In order to ascertain comprehension of the text I asked the student, in English, to explain what he/she had just read. The students answered in English, i.e. translated the isiZulu text.
Details on the students are arranged below in the order of literacy level skill. Seth, Samantha and Andy entered the programme as weaker students, Michael, Boniface, Zelda and Linley fell into the middle range category, whilst Noleen and Lannice were the strongest performing in terms of both reading and writing skills.
97 Below, in summary form, are the answers of each of the tracked students to the posed questions, as well as a brief comment on the results of reading the isiZulu text:
i) Seth
Seth was read to at primary school, mainly books comics and newspapers. He received a text of his own a few times per term and read sometimes for entertainment, mainly comics newspapers and IsiZulu novels. Seth used a public library as there was no library at either primary or high school. He reads sometimes now for entertainment, mainly comics. Seth reads internet articles and claims that he does not find reading English difficult. However he hints at possible difficulties: ―… sometimes is caused by the way of pronouncing. And when a text is written in small words”.
Seth enjoys reading in IsiZulu because he says: “I feel relaxed and cool and can practice as much as I want.” A brief analysis of his reading in IsiZulu appeared to indicate that he was quite comfortable reading in his mother-tongue. If one compares this to the English reading level at he entered the programme (see Table 3), Seth appears to be much more comfortable reading in his L1.
ii) Samantha
This student was not read to before starting and never got a copy of her own reading text during schooling. She made use of a public library because there was no library at either primary or high school. She did not read for fun but reads sometimes for entertainment now, mainly novels. She does not read internet articles. Samantha does not read in any language other than English but does not find reading in IsiZulu difficult. She says she used to read isiZulu in high school but has ―no time now‖ to read in any language other than English. Samantha says she finds English reading difficult “because other words are difficult and I don't understand the meaning of its”. Samantha‘s reading in IsiZulu appeared to be fluent and she understood well. She had difficulty in translating the text into English.
98 iii) Andy
Andy was read to in both pre- and primary school, mainly books. He had weekly copies of his own text to read and used both a school and public library. He read novels for fun sometimes at school and today reads novels and magazines sometimes for entertainment.
He doesn‘t find English or isiZulu difficult to read and reads internet articles. Andy does not read in any other language apart from English. Andy‘s IsiZulu reading was a little hesitant, but his comprehension was good.
iv) Michael
This student was read to before preschool, mainly books. He received a copy of his own text a few times per term. He used a public library as there was no library at school.
Sometimes he read novels for leisure and reads novels now weekly for fun. He doesn‘t find English difficult and doesn‘t read in any other language. Michael doesn‘t read internet articles. Michael‘s reading in IsiZulu was fluent but his comprehension was a little weak.
v) Zelda
Zelda was read to at both pre- and primary schools, mainly books. She received a copy of her own text a few times per term. She used the public library as there was no library at her school. Sometimes she read novels for fun but never reads now. Zelda doesn‘t find reading in English difficult. She says she often reads in IsiZulu now ―for fun‖ and doesn‘t find reading in it difficult. She reads internet articles. Zelda had a good understanding of the Zulu text but was not completely fluent. She struggled a little and had to go back and read some sentences again slowly.. It was difficult for her to translate the text into English.
vi) Boniface
99 This student was read to before both pre- and primary school. He received a copy of his own text a few times per term and used a public library as his high school had no library.
Sometimes he read novels for entertainment and reads them now sometimes now for the same reason. Boniface does not find English or IsiZulu reading difficult and also reads in IsiZulu. He reads internet articles. Boniface was comfortable reading the isiZulu text, and his fluency and comprehension were good.
vii) Linley
Linley was not read to before starting school. He got a copy of his own text to read a few times per term. His school had a library but did not have any books. He never read for entertainment during his school years and does not do so now. This student says he does not find reading in IsiZulu difficult but reads in no other language but English. He says he finds English difficult because: “I am a shy person so it become difficult to express myself in English in front of a crowd.” He reads internet articles. Linley felt was initially hesitant to read the IsiZulu text because of what he said was his ―shyness‖. His reading of the text was a little hesitant but fluent and his understanding good.
viii) Theresa
Theresa was not read to before school and only received a copy of her own text a few times per term. Her school had a stocked library but the students were not allowed to use the books in case they damaged them. She read sometimes for entertainment at school, mainly novels and reads sometimes now, mainly magazines. She does not find English difficult to read and reads also in IsiZulu and a bit of Afrikaans. This student does not read internet articles. Theresa felt comfortable reading in IsiZulu, with good fluency and comprehension.
ix) Noleen
100 This student was not read to before starting school. She received a copy of her own text only a few times per term and used a public library. Sometimes she read novels and comics for entertainment but does not read for fun now. She reads internet articles.
Noleen said she does not find reading in English or IsiZulu difficult and that she reads in Zulu. However, when I later asked if she would read the IsiZulu text for me, she replied that she did not feel confident because her schooling was mostly in English. She agreed to read the isiZulu text but she did have some difficulty in comprehension.
x) Lannice
This student was read to at primary school, mainly books. She had her own copy of a text weekly at school and used both a school and public library. Lannice read as often as she could during schooling years, mainly novels and magazines and reads novels and magazines sometimes for fun now. This student does not find reading in IsiZulu difficult and also reads in Sotho and Xhosa. She does not read internet articles Lannice says, however, that she does find reading English difficult because: “Sometimes I have to repeat a paragraph twice or three times for to understand what is being said.” Her IsiZulu reading was fluent and her comprehension good.