Reading Difficulty Dynamics and Interventions Within Community Schools in Ghana; Evidence From Banka Community Senior High School Using the OARP Protocol

This study was designed to assess reading difficulty dynamics and develop the corresponding interventions for students in the Banka Community Senior High School within the Asante Akyem South Municipality of Ghana. The study used multiple research designs and research methods in soliciting data for the analysis. Both semi-structured questionnaires and interview guides were used for data collection. A 100-worded paragraph was taken from the introductory page of the Integrated Science Textbook for Senior High Schools to assess the reading difficulty of students using the One-Minute Administration of Reading Passages (OARP) protocol. Three sessions of readings were done; the first without intervention, and the subsequent readings with teacher interventions. The results of the study show that majority of the respondents had text recognition accuracy (TRA), text pronunciation accuracy (TPA) and reading speed (RS) problems. Thus, TRA, TPA, and RS scores were below the 80% benchmark in the first reading (without intervention). Nevertheless, TRA, TPA, and RS scores increased above the 80% benchmark for the second and third readings (with teacher interventions). Four causative factors for the reading difficulties (RDs), three locational dynamics, four durational dynamics, four reading frequency dynamics and four periodic dynamics of RDs were identified. The study concludes that RD reduces with teacher interventions. The findings of this study is not a generalization of reading difficulty dynamics and intervention in all community schools in Ghana but rather presents contributions to an emerging academic problem which could have implications on SDG 4 in the near future within community schools. Hence, the need for setting up reading clubs in community schools towards reducing reading difficulties among students.

De onzichtbare verteller. Over Wees onzichtbaar van Murat Isik

What is fascinating about Murat Isik's novel Wees onzichtbaar is that so many different groups of people greatly appreciate this book, from the juries of the literary prizes, to the literary-oriented readers in the countless reading clubs in the Netherlands, and from the viewers of the TV programs De leesclub van M. and Koffietijd, to the students and the booksellers. This article examines how the novel brings about that enthusiasm about Isik's storytelling and which narrative aspects could play a role in it. After the main storylines have been mapped, the storytelling perspective and some storytelling techniques are discussed. In addition, attention is paid to the novel Wees onzichtbaar as a 'coming of age' novel, in the broader perspective of multicultural diversity and cultural differences in a multicultural society. Nederlandstalige abstract Het fascinerende aan Murat Isiks roman Wees onzichtbaar is dat zoveel verschillende groepen mensen, zowel de jury's van literaire prijzen als de literair georiënteerde lezers in de talloze leesclubs in Nederland, de kijkers van de tv-programma's De leesclub van M. en Koffietijd, de studenten en de boekverkopers dit boek enorm waarderen. In dit artikel wordt onderzocht hoe de roman het enthousiasme over de vertelkunst van Isik teweegbrengt en welke narratieve aspecten daarin een rol kunnen spelen. Nadat de belangrijkste verhaallijnen in kaart zijn gebracht, worden het vertelperspectief en enkele verteltechnieken besproken. Daarnaast is er aandacht voor de roman Wees onzichtbaar als een 'coming of age'-roman, in het bredere perspectief van multiculturele diversiteit en culturele verschillen in een multiculturele samenleving.

Strategies to Improve Children’s Interest in Reading Activities

Through this study, we aimed to establish which are the main strategies that teachers use to increase pupils' interest in reading activities. It is unanimously accepted that frequent reading of texts has a beneficial effect on the harmonious development of each pupil. In order to create an inventory of examples of good practices provided by teachers for primary education, an online questionnaire was administered between June and October 2020. 219 teachers have completed the questionnaire and mentioned which strategies they use most frequently to make pupils appreciate the value of the books and to read more frequently. The study revealed several good practices that can be used by teachers or parents to motivate pupils to be more actively engaged in reading activities. These results are useful for primary school teachers who can use them to improve the strategies they use to determine pupils to read more frequently and with pleasure. Working with the books, frequent presentation of the content of some books, organizing reading clubs, visiting the school library, arranging a reading corner, and making portfolios about the content of favorite books are some of the strategies mentioned by teachers.

Strategic Study of On-Line Reading Clubs in Senior High School Libraries of Taiwan

In this 21st century, information flow has already reached a matured level. It is the time to promote on-line reading clubs, as high school students generally possess the ability to study by themselves through the internet. In 1990, Taiwan Ministry of Education announced the plan to practice inter-schools on-line reading clubs for all high schools and constructed the students’ website to achieve a significant milestone for on-line reading clubs on campus. The on-line reading clubs are running through interactive web pages, electronic book stores, discussion boards, knowledge sharing etc. The essence of these clubs is the combination of key elements: reading, materials and communication. In this research, we first conduct with questionnaire and interview approaches to study their current situations, executive guidelines, resource requirements, performance evaluations and operating strategies of on-line reading clubs in Taiwan. Then we give a blueprint of well-function on-line reading club web environment to encourage students to involve in the clubs and cultivate inter-school reading. Finally, we propose strategic suggestions for practicing on-line reading clubs in senior high school libraries.

Reading for pleasure : the influence of reading clubs in selected Bahananwa Limpopo primary schools

The challenges of reading experienced by learners exerts a negative impact on reading for pleasure, and learners' outcomes. In an attempt to address such reading challenges, Reading Clubs were launched to promote reading for pleasure among South African youth. This study examines the influence of Reading Clubs on learners' attitudes to Reading for Pleasure and the outcomes thereof. The study was informed by the Top-Down Model of Reading and the Cultural Theory of reading for pleasure. Interviews were conducted in five purposively selected schools with five Sparker coaches and five teachers. The research findings reveal a positive influence of Reading Clubs on reading for pleasure and learners' outcomes. This is reflected through improved levels of reading for pleasure. This study ultimately recommends that schools learn from best practices of Reading Clubs, and that government strive to make Reading Clubs a sustainable project.

Partnerships in Building a Culture of Reading in South Africa: The case of Nal’ibali

For many years, literacy experts have been concerned about the culture of reading in South Africa. As a result, many reading initiatives have been started in the country. Nal’ibali (isiXhosa for “it starts with a story”) is one such initiative that was started in 2012. This study aims to highlight the way in which Nal’ibali used partnership to significantly influence the culture of reading in South Africa by reaching out to over 159 191 children through reading clubs and 63 per cent of the South African population through media campaigns and initiatives. This qualitative study extracted data from the Nal’ibali’s monitoring and evaluation reports and campaign marketing documentation and internal evaluations to identify the way in which Nal’ibali is creating a culture of reading in South Africa and its impact. It was established that through partnerships, Nal’ibali is able to create the conditions that the campaign believes are important to create a culture of reading in South Africa. These partners include local community members, businesses, government, churches, libraries, and the media. Having seen the impact the Nal’ibali model has had on the people that the campaign reached, it was concluded that if South Africa is to become a reading nation, government and civil society should continue to partner in its literacy initiatives.

Sustainability of Book Clubs in a Rural Setting in Limpopo Province: A Case of Re-atlegile Book Club

The level of illiteracy in South Africa, especially in rural areas, is considered high. Reading clubs are one of the major tools used for improving literacy levels in rural areas. This qualitative study explored the sustainability of reading clubs in rural settings in Limpopo Province, South Africa, with a view to promoting reading. Qualitative data were collected through telephone interviews from five Re-atlegile Book Club members in Dikgale Village of Limpopo Province. Responses were thematically transcribed to obtain an indication of ways in which the reading club is sustained to promote the culture of reading in rural areas. It was found that, despite the large number of learners registered for the book club, there is a lack of reading materials and reading spaces to cater for all children. The participants indicated that they relied extensively on materials received from Nal’ibali, a national reading campaign of the University of Limpopo targeting children and lecturers. It is argued that sustaining book clubs in rural areas requires support from non-governmental organisations (NGOs), but most importantly, from the Department of Arts and Culture (DAC), as it is mandated to provide information services. This study recommends that the DAC, as well as the National Library of South Africa (NLSA), should support book clubs to ensure their sustainability. This could be achieved through book donations, the creation of reading spaces in public libraries, and obtaining funds from outside sources to purchase reading materials for book clubs.

Beyond the Iron Curtain

Ray and Maggie Bradbury’s winter 1990 stay in Paris began as Bradbury successfully negotiated a fortieth anniversary hardbound edition of The Martian Chronicles from Doubleday. Chapter 26 also narrates how Bradbury discovered that his perennial popularity in Eastern Europe was expanding as the Iron Curtain collapsed, especially in Czechoslovakia, where newly elected President Vaclav Havel proved to be a Bradbury enthusiast. The chapter closes with Bradbury’s unexpected invitation to a May 1990 luncheon for President Gorbachev held at the Russian Embassy in Washington. Bradbury and Isaac Asimov were invited as the favorite writers of the Gorbachev family. Bradbury was also beginning to learn of the scattered and informal Bradbury reading clubs that had existed in Russia throughout much of the Cold War period.

Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas

The reading clubs or book clubs are an innovative practice in the foreign language classroom that, apart from the reading comprehension, allow the students to share their individual and personal experience with their classmates, and, thus, improve their speaking by means of the practice of orality, as well as to promote their critical and reflexive thinking throudh the contualization offered by the book. This communication explains the case study of these clubs in English classes at Official School of Languages in Castellón in the B1, B2 and C1 levels. To evaluate the experience a self-designed survey was administered based on their reading development and centered in the students perception related to their improvement in reading comprehension and oral expression. From the results, it can be concluded that the students perception towards the use of reading clubs in the classroom to practise oralitiy and speaking is positive, which makes it advisable to use them in other languages and different educational levels.