The impact of a peer-mentoring programme on English reading proficiency of second language grade 9 learners.

摘要

Since South Africa’s democratic government was elected to power in 1994, muchudattention has been given to restructuring the country’s education system. Peer-mentoringudis one approach to meet current challenges in education given high teacher:learner ratios,udgreater diversity in student population and majority of learners being taught in English,udtheir second and even third language. This research examined the impact of a peermentoringudreading intervention with second language Grade 9 learners. The study utilizeduda sample of Grade 9 learners (N = 173) from a school in Gauteng. Biographicaludinformation was obtained and these learners were pre-tested in Grade 8 and post-tested inudGrade 9 2007, using the Stanford Diagnostic Reading Test (SDRT). The entire Grade 9udgroup received the reading intervention for three months and their results were comparedudto a comparison group from the previous year who received no intervention. Results ofudlearners’ vocabulary, comprehension and academic achievement scores were compared.udAlthough both the comparison and the experimental groups showed an improvement onudtheir vocabulary and comprehension scores, the experimental group’s gains wereudsignificantly higher. Of the Grade 9 experimental group, 30 learners (mentees) receivedudindividual paired reading mentoring and their scores were examined to determine theudextent of improvement. The mentees group showed similar significant gains in theirudvocabulary and comprehension scores, and showed an overall improvement in theirudacademic marks. Challenges faced, limitations and recommendations for future study areuddiscussed.