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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Both globally and locally, research reveals the lack of reading comprehension abilities in learners of English First Additional Language. This paper is prompted by limited reading comprehension abilities of English First Additional Language (EFAL) learners, and the fact that they are assessed in it because reading is one of the language skills taught in learners. This phenomenon is not only evident in Foundation Phase but throughout schooling, from Foundation Phase to tertiary level. It is also worth taking note that researchers chronicle the plight of lack of reading comprehension abilities mostly in learners in rural areas. It is not all doom and gloom as literature suggests re cognitive and metacognitive strategies that teachers could use to assist to teach reading comprehension abilities in learners. This paper reflects the works of researchers about reading comprehension skills by EFAL learners. The current paper also seeks to highlight strategies that can assist teachers teach and improve reading comprehension abilities in EFAL classrooms, to improve learners’ reading comprehension abilities, that may translate to adequate performance. |
| Keywords: Reading Comprehension, Comprehension Strategies, Constructivism, Academic Performance, Foundation Phase |
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