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'It's like a compass which I use to find direction': Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa.

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Title: 'It's like a compass which I use to find direction': Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa.
Authors: Carter, Jane1 jane.carter@uwe.ac.uk, Pillay, Pravina2, Podpadec, Tessa1, Gina, Jethro2, Khumalo, Nontobeko2, Knight, Ben1, Matthews, Paul1, Mthethwa, Lindiwe2, Vickers‐Hulse, Karan1
Source: Literacy. May2024, Vol. 58 Issue 2, p178-189. 12p.
Subject Terms: *Reading comprehension, *Literacy research, *Independent reading, Mobile app development
Geographic Terms: South Africa
Abstract: South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu‐Natal and one in England, aimed to support in‐service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9–12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In‐service teachers (n = 120) and preservice teachers (n = 93) took part in this mixed‐methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research. [ABSTRACT FROM AUTHOR]
Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: 'It's like a compass which I use to find direction': Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa.
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  Data: South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu‐Natal and one in England, aimed to support in‐service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9–12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In‐service teachers (n = 120) and preservice teachers (n = 93) took part in this mixed‐methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Reading comprehension
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      – SubjectFull: Independent reading
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      – SubjectFull: Mobile app development
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      – SubjectFull: South Africa
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      – TitleFull: 'It's like a compass which I use to find direction': Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa.
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              M: 05
              Text: May2024
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