School makes reading fun

2020-02-12 06:06
The Karabelo Primary School in Rocklands, Bloemfontein joined the world to promote World Read Aloud Day on 5 February. The school hosted their own session during which the learners read aloud books and wrote scripts to an audience. The participants are from the left Omphile Seliane, Zakia Ramabolu (English Language teacher at the Karabelo School), Amohelang Moletsane and Boikanyo Shale.Photo: Dan Xangaza

The Karabelo Primary School in Rocklands, Bloemfontein joined the world to promote World Read Aloud Day on 5 February. The school hosted their own session during which the learners read aloud books and wrote scripts to an audience. The participants are from the left Omphile Seliane, Zakia Ramabolu (English Language teacher at the Karabelo School), Amohelang Moletsane and Boikanyo Shale.Photo: Dan Xangaza

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The Karabelo Primary School in Bloemfontein has capitalised on World Read Aloud Day to further foster a reading culture amongst learners.

This is in order to improve learners’ ability to read with comprehension.

The school joined the rest of the world to promote on 5 February hosting a read aloud session during which learners read English and Sotho books to an audience.

Having libraries in each classroom has worked wonders in an attempt to make reading fun, said Michael Mokalake, deputy principal. More learners participate actively in reading.

He said reading material found in class libraries include newspapers and books.

“The school put the initiative into practice, because it remains part of the curriculum to encourage learners to read with comprehension. It help them to make sense of different words which sound the same, yet differs in meaning,” said Mokalake.

He said constant reading, at least three times a week during English and Sotho Language periods has enabled the learners’ reading to improve drastically.

World Read Aloud Day which reportedly has proponents in more than 173 countries, is aimed at promoting reading across communities. Adults are being encouraged to read for children to strengthen the bond between the adult and the child as well as to promote literacy.

According to findings by the Progress in International Reading Literacy Study (PIRLS), an international comparative reading assessment, 78% of Gr. 4 learners in South Africa struggle to read with comprehension.

According to the organisation, this is significantly worse for children tested in African languages – 93% of Gr. 4 students tested in Sepedi could not read with comprehension with similarly large percentages among Tswana (90%), Venda (89%), Xhosa (88%), Tsonga (88%), Zulu (87%) and Ndebele (87%).

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