Reading comprehension in high-poverty schools: How should it be taught and how well does it work?

Abstract

This article describes and appraises a reading comprehension programme that was aimed at Grade 6 learners and teachers and implemented in different ways in two high poverty primary schools where reading levels were very low. The programme was implemented during formal school hours at the one school, while it was offered after school as a voluntary afternoon activity at the other school.  Because attendance of the voluntary programme was generally poor, the latter school served as a control site. The results of the comprehension programme for the learners’ reading abilities in their home language, Northern Sotho, and in English are reported. On the basis of these findings, we evaluate the programme and identify ‘lessons learned’ from its implementation that may have relevance for future reading comprehension interventions.