An exploration of teachers’ pedagogic practices of teaching oral reading fluency (ORF) to grade 5 learners in selected classrooms of Kitwe, Lusaka, and Livingstone districts in Zambia.
Date
2024
Authors
Nambao, Margaret
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Publisher
The University of Zambia
Abstract
The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. Zambia, like many other nations, experiences low reading levels due to the non comprehension of most learners. Oral reading fluency (ORF), defined as the ability to read text quickly,
accurately, and with meaningful expression, is one integral component of reading to learn for meaning. Educators understand that teaching students to read fluently is the key to their overall academic success. This study investigated teachers’ pedagogic practices of teaching oral reading fluency (ORF) to Grade 5 learners in selected classrooms of Kitwe, Lusaka, and Livingstone Districts in Zambia. The study was guided by four objectives: 1) To assess teachers’ views on teaching oral reading fluency in Grade 5 classrooms. 2) To analyze how teachers teach oral reading fluency and
pedagogical strategies used in Grade 5 classrooms. 3) To ascertain oral reading fluency challenges learners face while reading connected text in English. 4) To establish measures that teachers take to support learners with specific oral reading fluency challenges. Four theoretical lenses of the learning theories guided this study - automaticity theory, information processing model, behaviorism theory, and word learning theory. The study adopted an interpretive paradigm, and a qualitative approach and employed a descriptive design. 18 Grade 5 teachers selected from Kitwe, Lusaka, and Livingstone districts, participated in the study. Data were gathered using interviews, class observation, and document analysis, and were thematically analyzed. The study revealed that teachers do not teach ORF in upper primary schools because they view ORF as a foundation skill that is only taught in lower primary schools. The study also established that teachers have content knowledge but lack pedagogic knowledge to teach ORF. Despite recognizing its importance, teachers doubt its effectiveness for struggling learners in Grade 5 classrooms. The study concluded that this reluctance to teach ORF stems from a lack of instructional knowledge on effective fluency-promoting strategies. Instead, teachers tend to mislabel comprehension instruction as ORF, revealing a phenomenon akin to the Dunning-Kruger effect, where they overestimate their knowledge in unfamiliar areas. The study presented ORF instructional strategies and interventions and a reading fluency model lesson as measures to mitigate learners who face challenges in reading. The study recommends systemic changes at teacher and policy levels, thus: The Ministry of Education should undertake a review of the curriculum and syllabus, specifically to incorporate essential components for teaching ORF at the upper primary level. Teachers to
include time for fluency practice within a reading comprehension lesson. Schools to conduct ORF training for teachers, through Continuous Professional Developments (CPD). Colleges and universities intensify the training of teachers, ensuring they acquire the necessary skills to effectively teach ORF.
Description
Thesis of Doctor of Philosophy (Ph.D.) in Literacy & Languages.