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Exploring Open Education Resources for Teaching Pre-Reading in the Intermediate Phase

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Title: Exploring Open Education Resources for Teaching Pre-Reading in the Intermediate Phase
Language: English
Authors: Marina Burger (ORCID 0000-0002-0421-3199), Duduzile P. Zwane (ORCID 0000-0001-5663-5935), Debbie A. Sanders (ORCID 0000-0002-4978-5158), Kim C. Miller-Weber (ORCID 0000-0002-4880-7976)
Source: Reading & Writing: Journal of the Literacy Association of South Africa. 2025 16(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Open Educational Resources, Reading Instruction, Teaching Methods, Prereading Experience, Elementary School Teachers, Instructional Improvement, Foreign Countries, Language Teachers, Prior Learning, Vocabulary Development, Usability, Reading Processes, Reading Comprehension, Faculty Development
Geographic Terms: South Africa
ISSN: 2079-8245
2308-1422
Abstract: Background: In South African primary schools, reading is central to curriculum delivery, with a structured three-step process: pre-reading, while-reading and post-reading. Many learners struggle with reading comprehension, which affects their academic performance. Research emphasises the importance of pre-reading for activating prior knowledge, expanding vocabulary and developing metacognitive skills. Open educational resources (OERs) support these processes by aligning with the 'four Rs' of openness: reuse, revise, remix, and redistribute. Objective: This study investigates the adoption of an OER designed to support teachers and improve pre-reading instruction. Method: Fourteen English home language and first additional language teachers participated in this qualitative multiple case study. The OER aimed to be beneficial and accessible. Data were collected through interviews and thematic analysis. Results: The OER facilitated partial implementation of pre-reading activities. Teachers activated learners' background knowledge and focused on vocabulary development. However, language structures, conventions, inference, and literary knowledge were underused. Teachers reused and revised the OER for specific contexts, but did little remixing or redistributing. The OER's usefulness was contingent on its accessibility. Although it made reading lessons more engaging, it did not fully implement all prereading steps. Conclusion: The success of an OER in improving teaching and learning depends on its design and accessibility. While background knowledge and vocabulary development were prioritised, more attention is needed for language structures, reasoning, and literacy knowledge. Contribution: Teachers would benefit from professional development focusing on the optimal use of OERs, especially in remixing and redistributing them.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469335
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploring Open Education Resources for Teaching Pre-Reading in the Intermediate Phase
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  Data: <searchLink fieldCode="AR" term="%22Marina+Burger%22">Marina Burger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0421-3199">0000-0002-0421-3199</externalLink>)<br /><searchLink fieldCode="AR" term="%22Duduzile+P%2E+Zwane%22">Duduzile P. Zwane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5663-5935">0000-0001-5663-5935</externalLink>)<br /><searchLink fieldCode="AR" term="%22Debbie+A%2E+Sanders%22">Debbie A. Sanders</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4978-5158">0000-0002-4978-5158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kim+C%2E+Miller-Weber%22">Kim C. Miller-Weber</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4880-7976">0000-0002-4880-7976</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing%3A+Journal+of+the+Literacy+Association+of+South+Africa%22"><i>Reading & Writing: Journal of the Literacy Association of South Africa</i></searchLink>. 2025 16(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Prereading+Experience%22">Prereading Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2079-8245<br />2308-1422
– Name: Abstract
  Label: Abstract
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  Data: Background: In South African primary schools, reading is central to curriculum delivery, with a structured three-step process: pre-reading, while-reading and post-reading. Many learners struggle with reading comprehension, which affects their academic performance. Research emphasises the importance of pre-reading for activating prior knowledge, expanding vocabulary and developing metacognitive skills. Open educational resources (OERs) support these processes by aligning with the 'four Rs' of openness: reuse, revise, remix, and redistribute. Objective: This study investigates the adoption of an OER designed to support teachers and improve pre-reading instruction. Method: Fourteen English home language and first additional language teachers participated in this qualitative multiple case study. The OER aimed to be beneficial and accessible. Data were collected through interviews and thematic analysis. Results: The OER facilitated partial implementation of pre-reading activities. Teachers activated learners' background knowledge and focused on vocabulary development. However, language structures, conventions, inference, and literary knowledge were underused. Teachers reused and revised the OER for specific contexts, but did little remixing or redistributing. The OER's usefulness was contingent on its accessibility. Although it made reading lessons more engaging, it did not fully implement all prereading steps. Conclusion: The success of an OER in improving teaching and learning depends on its design and accessibility. While background knowledge and vocabulary development were prioritised, more attention is needed for language structures, reasoning, and literacy knowledge. Contribution: Teachers would benefit from professional development focusing on the optimal use of OERs, especially in remixing and redistributing them.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Open Educational Resources
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Prereading Experience
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Instructional Improvement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Teachers
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      – SubjectFull: Prior Learning
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Usability
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      – SubjectFull: Reading Processes
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Faculty Development
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      – SubjectFull: South Africa
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    Titles:
      – TitleFull: Exploring Open Education Resources for Teaching Pre-Reading in the Intermediate Phase
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