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READING TO LEARN (RTL) PEDAGOGY: A TOOL FOR

ACCELERATING LANGUAGE PROFICIENCY AND READING FOR
COMPREHENSION IN A PRIMARY CLASS IN NAMIBIA.
Tawanda Wallace Mataka1, Tawanda Mukurunge2, Takura Bhila3
1National University of Lesotho
2,3, Limkokwing University of Creative Technology Lesotho

ABSTRACT
Reading to Learn pedagogy seem to be providing the most needed solutions towards educational
achievement across the curriculum from primary school to the university. However, across grades, the
teaching of reading is not given the attention it deserves from primary to university because of
misaligned assumptions. It is at the backdrop of this assertion that this paper argues that Reading to
Learn pedagogy can be the solution to the failure to read to learn experienced across the education
spectrum especially in the primary and secondary education sector. This study was informed by
Vygotsky’s sociocultural theory, Halliday’s systemic functional theory and Bernstein’s pedagogic
discourse. This is mixed method research from which data was generated through action research,
structured interviews, questionnaires, and journaling, posttest and pretest activities. Data was
analysed and presented into themes and statistical analysis in the form of bar graphs. It is established
from the research that reading to learn pedagogy can be the solution to reading to learn challenges
manifesting themselves in a Namibian primary school and other similar environments.
Keyword: reading to learn, pedagogy, curriculum, sociocultural theory, comprehension
1. BACKGROUND gave me the liberty to generate relevant data to
measure the effectiveness of RtL as an
This study was conducted at a Christian school intervention for reading comprehension
that follow an American Bible –based curriculum enhancement.
called Accelerated Christian Education (ACE)
aligned with the Namibian school curriculum. 2. STATEMENT OF THE PROBLEM
(ACE) educational philosophy applauds
individualized, self-paced learning based on the Shihab (2011) argues that reading is a process of
principle of mastery learning. Learners use thinking actively in order to unlock or understand
biblical instructional work books called PACES the idea an author portrays. It involves connecting
which are prescribed in accordance with their an author’s idea to what one already knows and
performance level. appropriately coordinating all the ideas for usage.
Interpreting, connecting and organizing both the
Besides, the school being a private school, it author and reader’s ideas requires skills and
caters for all learners from all walks of life thus: ability on the part of the reader. Reading
from working class, middle class as well as therefore, could be defined as a receptive skill,
Orphans and Vulnerable Children (OVC) who fit which involves the ability to interpret or decode,
the criteria of the topic under investigation.The printed symbols. This process does not take place
study was carried out with a grade 5 class at a without the knowledge of reading to learn skills.
private school in Namibia comprising of 28 The ability to connect with the author’s ideas is
learners from which 10 were selected predicating the reading for comprehension process. This
on their first term reading and comprehension inability to comprehend authors’ ideas is what
texts marks. Grade 5 being the first entry grade prompted this research.
from the upper primary phase in to the Namibia
Standardized Assessment Tests (NSATs) had the Caccamise& Snyder (2005) define reading
largest number of poor comprehension comprehension as the end product of reading and
performance. Therefore, the targeted population failure to comprehend can lead to poor
performance in school. In agreement, Snow

IJARW1505 International Journal of All Research Writings 22


(2002) concurs describing it as interpreting and
constructing meaning through interaction with
printed material. The above sentiments outline
that there is a correlation between reading and
reading comprehension. Reading plays a pivotal
role in comprehension hence, it is paramount for
learners to know how to read and understand
what they read in order for them to be able to
answer comprehension questions. Having this in
mind, we sought to investigate the effectiveness of
Reading to Learn pedagogy on grade 5 learners’
comprehension development.
3. RESEARCH QUESTIONS
1. What role does RtL play in improving
grade 5 learners’ reading comprehension?
2. How can the RtL pedagogy improve
learner reading and reading for
understanding?
3. Why do learners whose teaching is
informed by RtL principles behave the way
they do?
4. RESEARCH AIMS
1. Evaluate the effectiveness of RtL in
developing learners’ reading for
comprehension.
2. Improving learners reading proficiency.
3. To aid teachers with a pedagogic strategy
that enhances learners’ reading
comprehension skills.
5. READING COMPREHENSION
Reading comprehension is a foundational
linguistic skill which entails interpreting and
comprehending of written words, which learners
need to acquire in primary school (Rose et al .,
2000). It is a “complex cognitive process that
needs to be used in conjunction with reading
activity to provide readers the opportunity to
understand the meaning from a reading material”
(Ilter, 2017, p. 147). This implies that
comprehension is a critical component of skilled
reading and is associated with the ability to read.
Reading is intricately related to comprehension
“once the reader can decode printed words …
their meanings are activated in the language
system” (Stuart et al., 2008, p. 61). This highlights
that there is a nuanced relationship between word
recognition and comprehension.
6. READING COMPREHENSION CHALLENGES
ALL OVER THE WORLD.
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The world at large is facing a crisis of high level of
poor comprehenders. Snyder et al., (2016) affirms
an ongoing concern (for decades) of poor reading
comprehension among United States children and
youth. It is again in the U.S where there is a
substantial number of poor comprehenders in
primary school, with 33% of fourth –grade and
24% of eighth – grade students performing below
the expected standards (Wassenburg et al., 2015).
Consequently, this leads to a significantly low
performance in school by learners.
7. READING CHALLENGES IN NAMIBIA
Namibia has participated in several formative
studies which attest that the country is in dire
reading comprehension challenges. Among these
is the South and East Africa Consortium for
Monitoring Educational Quality (SACMEQ) English
Test for Grade 7 which comprises of
comprehension tests and reading competence
levels from level 1 to 8 thus ; pre – reading,
interpretive reading, inferential reading, analytical
reading and critical reading (SACMEQ, 2010). The
Namibian – Standardized Achievement Tests
(NSATs) are national assessment tests for Grade 5
and 7 learners only and were implemented in
2009 by the Ministry of Education Directorate of
National Examinations and Assessments (DNEA).
The English Test consists of two themes: Reading
and responding together with grammar and usage
(NAM SAT 2013). The results from the third
report (SACMEQ 111) reveals that the majority of
Namibian learners’ reading competencies are
below the required standards, they cannot
recognize, decode words and infer meaning from
given text (Makuwa, 2010). These findings are in
line with the grade 5 (NSATs) average score which
are as follows; 42% for 2009 and 46% for 2011
and 44% for both 2013 and 2014 (Mutuku, 2015).
These results reflect the severity of reading for
meaning in Namibia.
8. POSSIBLE REASONS FOR READING CRISIS.
There are several factors which contribute to
learners’ failures in reading for meaning.
Akubuiloi, Okorie, Onwuka, and Uloh-Bethels
(2015) identified factors such as socio-economic
background, physical abnormalities, mental
imbalance, lack of interest, and unfamiliarity with
symbols and teachers’ inability to help children as
causes of reading readiness deficiency in children.
This is not in any way different to Namibia. In a
study by the Education Management System of the
23

MoE (2012) one visible factor among many was
overcrowded classes. The ratio is supposed to be
1: 40 but in the majority of classes it is beyond
that especially in primary schools (Bronzak,
2017).
Further, the socio – economic background of
learners, may also determine their academic
performance especially in reading. Mbenzi (1997)
asserts that Namibian learners from the low socio
– economic group have great challenges in
learning to read and write as compared to their
counterparts from high socio – economic groups.
In addition, Wikan (2008) points, out lack of
teaching strategies, teaching aids and learning
material as possible contributing factors to
reading comprehension challenges.
In order to eliminate the above outlined
challenges, it is to my conviction that the
implementation of RtL pedagogy has the potential
of solving these problems, as will be discussed in
the proceeding section.
9. READING TO LEARN PEDAGOGY (RTL)
Reading to learn pedagogy was profoundly
designed by Rose with the intention of ironing out
the unequal development of orientations to
reading between the indigenous and marginalized
learners in Australia Rose; (2005) cited in (Morais
& Daries, 2004). Its major goal is to democratize
the classroom together with maintaining learners’
equal opportunities in their academic success
(Rose, 2005). This entails leveraging access to
education regardless of a learner’s identity,
culture or background. Furthermore, Rose (2006,
p. 1) asserts RtL as ‘‘a hidden curriculum of
reading development’’ which plays a fundamental
role in redressing inequalities among learners by
implementing a classroom discourse comprising
of the triadic dialogue of question – response –
feedback. RtL is a strategy for scaffolding reading
and writing which explicitly trains teachers across
school and university sectors in literacy
development (Rose, 2005; Rose, 2006).
The pedagogy is basically underpinned with the
three theories of Vygotsky’s socio-cultural theory,
Halliday’s systematic functional linguistics and
Bernstein pedagogy discourse. Vygotsky’s theory
of social learning, (Vygotsky, 1978) outlines the
significance of social relations thus; a stable
rapport between teacher and learner together
with learner to learner enhances meaningful
learning. RtL embraces social tools that enable
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learners to access their Zone of Proximal
Development ZPD, which is, “the distance between
the actual development levels as determined by
independent problem solving under adult
guidance or in collaboration more capable peers
(Vygotsky, 1978, p. 8). This implies that, ZPD is a
gap between what learners can accomplish on
their own compared to their capabilities after
teacher support peer support or any capable
person who Vygotsky refers to as ‘More
Knowledgeable Others’ (MKO). Halliday’s
stratified model of language focuses on the
nuanced link between language text and social
concept Martin & Rose (cited in Webster et al.,
2005). Lastly, but of the same significance is
Bernstein’s theory that regards education as a
universal pedagogic discourse which internalize
inequality in all educational spheres.
10. THE RTL COMPARED TO OTHER READING
PEDAGOGIES
There are several different pedagogic strategies
that encompass teaching reading. However, only a
few methods will be discussed in contrast with
RtL.
Phonetic method
“Faced with an alphabetic script, children’s level
of phonemic awareness on entering school may be
the single most powerful determinant of the
success he or she will experience in learning to
read” (Adams, 1990, p.). Developing readers need
to comprehend the anatomy of words as they are
built of intricate sounds.The most important skill
in early reading is the ability to read single words
completely, accurately and fluently (Moats, 2000
p.8)
According to O'Shaughnessy & Swanson’s (2000,
p.257) succinct summation:
It is now widely accepted that the primary cause of
reading disability for a majority of children lies in
phonological processing inefficiencies that interfere
with the development of phonological skills, such as
phoneme segmentation, verbal memory, and name
retrieval
Once children understand the concept that words
can be divided into individual phonemes and that
those phonemes can be blended into words, they
can use that knowledge of letter-sound
relationships to read and build words (Chard &
Dickson, 1999).
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In as much as it may sound very simple to teach
reading using the phonemic approach, the teacher
of English must be well versed with applied
linguistics and possibly linguistics so that there is
proper teaching. The teaching of pronunciation is
a phonemic orthographic process which can be
adequately addressed by someone who studied
phonemic orthography. A phonemic orthography
is an orthography (system for writing a language)
in which the graphemes (written symbols)
correspond to the phonemes (significant spoken
sounds) of the language (Port, 2005).
However, there seem to be insincerity on the part
of the government because not many resources
are invested in the training of teachers to teach
reading through phonemic awareness. In some
provinces in Namibia it appears English is being
taught by teachers who did not adequately pass it
in high school and who never did a course in
teaching of English in college or university.
Consequently, learners are becoming victims of
these inconsistencies. If one does not possess
knowledge of how to teach English especially at
the foundation phase, there is no way that teacher
can create conditions that will allow authentic
learning of English. Teaching of reading should be
connected to real life issues. According to (Walton,
1998) learners can be given a variety of articles
and identify common words and read or even use
them in practicality. In support he recommends,
“a newspaper or magazine can be brought to class
and the learners can identify certain words such
as “the”, “at”, “on”, “big”, “his” and many others
an activity called “Making a Mess”of the
Newspaper (p.21).
The benefits of having a knowledgeable teacher
teach English is the ability to teach learners that
words are built from single phonemes that are
joined to build words (Adam, 1990). This is not
happening in our Namibian schools because the
teachers are not adequately capacitated to teach
reading and the over reliance on pedagogical
approaches that have been used but seemingly are
not yielding the expected results. As stipulated
earlier, an expert teacher is the only person who
can effectively teach learners to master reading.
More so, some critics who are less informed with
literacy issues will argue that phonemic
awareness only help kindergartens, a proposition
which we disagree. Research indicates that almost
all children can benefit from phonemic awareness
instruction, including “normally developing
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readers, children at risk for future reading
problems, disabled readers, preschoolers,
kindergarteners, first graders, children in second
grades through to sixth grade, children across
various socioeconomic levels, and children
learning to read in English as well as in other
languages (National Reading Panel, 2000).”
However, to yield maximum results it may be ideal
to merge it with some other reading approaches
as discussed below.
It is clear that letter recognition is a critical factor
in learning to read, as letters are the most basic
units of written language. Beginning readers
cannot become skilled readers if they do not know
and understand the alphabet (Ehri, 2003).
Alphabet recognition is especially important
because it is critical for understanding phonics.
The goal of phonics instruction is to teach the
alphabetic principle; that there is a systematic
relationship between letters and sounds (Chard &
Osborn, 1999). Phonics instruction teaches the
beginner reader these letter-sound
correspondences and how they can be used to
decode words that have not been previously
encountered. This approach can work at any level
and with any age group.
However, not all words are spelt phonetically in
English; therefore this reading approach fails with
such words and may be frustrating to a learner
who relies on this reading method. Furthermore,
it tends to focus on sounding words with limited
focus on comprehension. This implies that, it
produces learners who can excellently read a
whole text, but with minimal understanding. Yet,
comprehension is considered the goal of reading
and an important skill necessary in all learning
areas (Byers, Sers, Jones & Kervin, 2012). The
section below is an extension of the phonic
approach where the reading process is not done
in segments but as a whole.
11. WHOLE-WORD METHOD (LOOK AND SAY)
Whole language (also known as whole-word, look-
see, or sight word) can be described as teaching
reading contextually and holistically, through the
use of content rich literature and a print rich
environment. The premise is that teaching is child-
centered and language is acquired implicitly
(Maddox & Feng, 2013, p.3).
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This method focuses on reading the words as a
whole unit as opposed to breaking them into
smaller parts or letters. Learners are repeatedly
shown the words and told how to say them, then
repeat the word as it was said. Thus, they learn to
recognise the whole words or sentences instead of
individual letters. Individual words should be
written on flashcards when teaching reading using
this method. To make it more meaningful and
easier for the learner to remember the words, they
are accompanied by a picture connected to the
learner’s context. Short whole sentences may be
used instead of single words. Many words in the
English language are not phonetically regular and
therefore better learnt using this approach.
Importantly, Krashen, (1999) attest that when
whole language is defined correctly, when it
includes real reading, students in these classes do
better on test of reading comprehension, with no
difference on skills tests. However, the limitations
of this approach are memorising of many words
following rot learning as they cannot
independently decode new words that are
unfamiliar to them. As a result, learners’
vocabulary will be limited (Huey, 1968;
Steinbeerg, Nagata & Aline, 2001). In addition, the
look and say place emphasis on the image of the
word instead of the minute sounds that constitute
the word. There are possibilities that this may
yield results with those words that do not follow
phonic rules but they deprive the child the
opportunity to read those words that she never
encountered. The learner may fail to sound simple
words like ‘can’ and may go to the extent of
guessing words such as ‘cat’ or ‘car’.
Often in a number of cases a child may not be able
to read a word that he/she has not been taught
how to read it. Instead of learning to read there is
memorisation and the only words the child can
read are those he may still remember, otherwise
if he/she attempt to read new books he/she will
be disappointed because of the prevalence of new
words. Research established that “it is estimated
that the human memory cannot memorise more
than 2000 abstract symbols. The numbers that are
in everyday use is about 50 000” (www.childrens-
books-and-reading.com/look-and-say.html).
Against this background memorising whole words
through the whole word approach fails. This is a
weakness associated with this approach and
unfortunately it is a dominant approach in
classrooms (www.childrens-books-and-
reading.com/look-and-say.html). Along the same
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line, whole language does not teach students the
rules of the English language so the students
cannot figure out unknown words (Moats, Furry &
Brownell, 1998). As discussed above, the two
dominant approaches seem to have a number of
gaps which may be the reasons why they were
failing learners’ ability to read to learn. Based on
those, the argument below justifies why reading to
learn pedagogy is the approach of choice to
eliminate reading challenges in a grade 5 class.
12. REASONS FOR CHOOSING RTL
In seeking to improve our own practice especially
in the development of learners’ reading for
meaning, accelerating learners’ comprehension
skills together with inclusive education, the RtL
pedagogy has proven to be paramount. The
strategy is beneficial to all learners at any level of
learning and its scaffolding interaction cycle gives
the educator the opportunity of attending to
learners as a whole class, in small groups and
individually.
Reading to Learn is a literacy pedagogy designed
as an intervention strategy to accelerate learners’
literacy skills at all levels, to read and write at
their age and grade appropriate levels. It follows a
top-down approach to academic literacy
development that starts with understanding the
text before analysing the sentence then moving on
to the word (Millin, 2011). It was originally
designed by Rose and other scholars for use in
Australia to alleviate the adverse performance in
literacy of Aboriginal learners, through improving
educational access and achievement (Millin &
Millin, 2018). This is the same environment which
RtL was implemented in Namibia. Similarly,
Mataka, Mukurunge and Bhila (2020); Mataka,
(2017) established that RtL can be part of the
solution to reading challenges across the
curriculum. They illuminated its positive impact in
foundation phase, intermediate and (grades 10;
11; 12) senior phase. Reading to Learn was
formulated to democratise the classroom and
allow learners to have equal opportunities of
success (Rose & Martin, 2012). This implies
closing the literacy gaps amongst learners as a
way of eliminating educational oppression and
allowing equal access to education regardless of
the learner’s background.
The RtL pedagogy draws from three theories.
These are Vygotsky's theory of social learning
(Vgotsky, 1978), that emphasises the importance
26

of social relations in facilitating learning. RtL
employs social tools to support learners access
their Zone of Proximal Development (ZPD), which
is, “the distance between the actual development
levels as determined by independent problem
solving under adult guidance or in collaboration
with more capable peers” (Vygotsky, 1978 p.8).
This implies that learners are scaffolded in order
to close the gap between what the learner can do
without intervention from the educator or any
capable person who Vygotsky termed the ‘More
Knowledgeable Other’ (MKO) and what can be
achieved with their support. In addition, RtL
follows Halliday’s meaning-based theory of
language that is grounded in linking language to
social situations. According to Halliday (1978;
1996) language is text which needs to be located
within a specific social context. Lastly, but of same
importance is Bernstein’s theory that is grounded
on the belief that education is a pedagogic
discourse which may maintain inequality
(Bernstein, 1975; 1990; 1996). Hence the RtL’s
goals of democratising the classroom by
accelerating learners’ literacy skills in order to
allow them equal opportunities of academic
success. As established from the background of
the research participants, they are from different
socioeconomic backgrounds and RtL intervention
thrive to level their learning field.
13. MARTIN & ROSE, 2005, P.263
14. THE SIX-STAGE READING TO LEARN CYCLE
READING TO LEARN CYCLE
In the Reading to Learn cycle the teacher acts as a
supervisor and caters for all learners’ individual
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differences. Throughout the whole cycle (Rose,
2005) every stage of the cycle comprises of whole
class either reading or writing activity which is
later followed by individual task (ibid). Beneath,
we elaborate on how each of the six stages was
effected. The interactive process is highlighted in
the above diagram.
1. Preparation before reading:This first stage is
discussion oriented thus, the teacher exposes the
learners to the genre and field of text before the
commencement of read-aloud, (Rose 2005). This
implies that for mastery and comprehending of
the text by learners, the teacher may explain the
contextual meaning of the text as well as
summarizing the whole text into smaller
understanding units.
2. Detailed Reading: In this stage learners were
prepared through elaborating new vocabulary and
figurative language whilst, learners identify and
highlight them in the text Rose cited in (Webster,
Matthiessen& Hasan, 2005). Learners had to read
aloud after paraphrasing the contextual meaning
of the sentences followed by follow-up ‘wh-’
questions for instance; who, where, when in order
to reinforce learners’ comprehension skills (ibid).
3. Prepare before writing: Since familiarization
of words has been done in Detailed Reading, in
this stage the teacher engages learners in group
discussions based on finding synonyms for the
highlighted words which will later be used in the
joint reconstruction stage (Rose 2005).
4. Joint reconstruction: In this stage learners
were prepared by outlining discourse patterns
and key notes making use of the scaffolding
interaction cycle to support learners in writing a
new story without changing the sequence location
and characters of the original text (Martin & Rose,
2012)
5. Individual reconstruction: Learners
individually construct their new stories on their
own (Rose, 2005).
6. Independent writing: This was the final stage
of the cycle whereby the learners were given an
individual task which was assessed (Rose, 2005).
15. RESEARCH DESIGN
Research Paradigm
We contemplated the critical paradigm to be ideal
for this research since it is an in-depth
27

investigation aiming at bringing about
transformation. Betram & Christiansen affirm it as
“critical of the unequal and discriminating ways in
which the social world is organized” (p. 27).
Hence, the selected paradigm may lead to the
attainment of my main objective which is to
emancipate the disadvantaged learners through
transforming pedagogic practices. The critical
paradigm was most suitable to my research since
it perceives reality as molded by social, political,
cultural, economic and other dynamics.
In addition the action research style was
employed in this study since it is aligned to critical
paradigm and gives educators the opportunity of
being agents of change (Hensen, 1996). Moreover,
this style was chosen because it solemnly involves
the researcher in the implementation of the
intervention strategy. It is a systematic inquiry
which allows educators to evaluate their learners’
progress and critically make analysis of their own
practice. Lastly, all the stages of action research in
the study which include; planning, action,
observing and reflecting were followed (Betram &
Christiansen 2014).
Action Research Cycle:
Action research is either research initiated to
solve an immediate problem or a reflective
process of progressive problem solving led by
individuals working with others in teams or as
part of a "community of practice" to improve the
way they address issues and solve problems
(Meyer, 2000). The problem required immediate
attention hence the implementation of action
research. Action research is an important
approach which teachers present productive
questions with the intention to participate in an
investigation with a transformative agenda
(Meyer, 2000). This was the purpose of this
interventionist research informed by RtL
principles. Action research has been proven to
empower teachers, marry theory and practice and
it is alive and well even though conditions in
schools are lacking in optimism. This aligns with
the transformative agenda of RtL pedagogy in the
marginalised communities where this research is
located.
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Kemmis and McTaggart (2000, p. 595) to describe
it as participatory research. The authors state that
action research involves a spiral of self-reflective
cycles of: • Planning a change. • Acting and
observing the process and consequences of the
change. • Reflecting on these processes and
consequences and then replanning…” The cycle
follows almost a similar approach to the RtL cycle
because after every intervention cycle there is
reflection, replanning, implementation and
evaluation until the intervention is completed.
Approaches to the intervention.
The convergent parallel mixed method design
informed this research. It is an integration of both
qualitative and quantitative data generation
process (Creswell, 2014).The approach is suitable
for this research because it counter poise
weaknesses and aids corroboration of each
method through triangulation. According to
(Onwuegbuzie& Turner, 2007) mixed methods
research involves the collection of both qualitative
(open ended) and quantitative data (closed
ended) data in response to research questions or
hypothesis. This research used questionnaires,
interviews, observations, pretest and posttest and
journaling to generate data. Data analysis was a
continuous process in line with the RtL
intervention process because of the reflective and
evaluative processes. However, both qualitative
and quantitative data generated is analysed and
the results compared to establish if the results
confirm or disconfirm each other. Cresswell,
(2014) acknowledges that both qualitative and
quantitative data provides different types of
information often detailed views of participants
qualitatively and scores instruments
quantitatively and together they yield results that
should be the same. It builds off towards the
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historic concept of the multimethod, multitrait
idea from (Campell & Fiske, 1959).
Qualitative approach: is research that uses data
generation tools such as participant observation
or case studies which result in a narrative,
descriptive account of a setting or practice
(Parkinson & Drislane, 2011). In addition,
qualitative research is a situated activity that
locates the observer in the world. It is a
complement of interpretive, material practices
that makes the world visible (Creswell, 2014). The
main agenda of these practices is to
metamorphose the world. The world is turned
into a chain of representations, including field
notes, interviews, conversations, photographs,
documents, recording, and memos to the self. In
the context of this research there is interpretive
and naturalistic approach to the world. Against
this background, “qualitative research study
things and in this case (learners are the research
participants who are studied) under natural
settings (classroom settings) in an attempt to
make sense of, or to interpret, phenomena in
terms of the meanings people bring to them”
(Denzin & Lincoln, 2005, p.3) For this research,
lesson observations, written work activities
together with monitoring learners’ progress
through written work and interviews formed part
of the data generation process. The next section
outlines the quantitative approach.
Quantitative Approach: is a means for testing
objective theories by examining the relationship
among variables (Creswell, 2014, p. 229). These
variables are measured on instruments, so that
numbered data can be processed using statistical
procedures (ibid). In line with this research
statistical data was derived from pretest and
posttest activities. In addition, some of the data
was generated through questionnaires that were
soliciting information regarding learners’
background. The emphasis was on collecting and
analysing information that was presented in the
form of numbers. The scores were before the
implementation of RtL and after.
16. SAMPLING CRITERIA
Purposive sampling was used in this study. Paton
(1990) outlines that certain characteristics are
taken into consideration for the selecting of
research subjects in purposive sampling. The
sampling for this research was homogeneous
sampling which is a branch of purposive sampling
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whose intention is to achieve a homogeneous
sample; that is a sample whose units such as
(people, cases etc) share the same (or very
similar) characteristics or traits( e.g a group of
people that are similar in terms of age, gender and
background. This sample was informed by the
research questions whose focus is to address
specific characteristics of the particular group of
interest, which is subsequently examined in detail.
This suggests that the characteristics should give
the researcher a stance in answering to the
research question. The grade 5 class was selected
since it possess most of the characteristics
suitable to this research hence, providing the
privilege to have an in- depth understanding of
their challenges and to unfold how the RtL
pedagogy can be of vital importance as an
intervention strategy. Purposive sampling was
used because of the awareness of its implications
of not representing a larger population group.
However, the point mentioned above could not
affect the study since, the purpose for this
research was only targeting the grade 5 learners
in their reading comprehension development
through the implementation of RtL.
17. QUESTIONNAIRES
A structured questionnaire was designed
comprising of closed ended questions which
assisted in collecting the background information
of the target group (see appendix A). In addition
more appropriate approaches as discussed below
were considered for triangulation. In designing
the questionnaire guidelines were sought from:
‘what do I need to know?’ and ‘how can I find this
out? (Bell, 1999). The reason behind the use of
questionnaires was because data would be easy to
analyse and data generation was easy with a large
pool of learners. In the same vein, anonymity was
maintained. Importantly, administration of the
questionnaire was a lone task thereby cutting
costs (Bell, 1999).
18. INTERVIEWS
Betram & Christiansen, (2014, p. 80) define an
interview is “a conversation between a researcher
and responded”. Learners were interviewed on
one –on- one; on the impact of the new method
RtL of reading to generate as much data as about
learners’ experiences, thoughts and feelings with
regards to RtL pedagogy. Interviews allowed for
the opportunity “to collect much more detailed
and descriptive data” (Betram & Christiansen,
29

2014, p. 83). Hence, more valuable data was
generated through probing and rephrasing of my
questions to my interviewees.
19. OBSERVATIONS
Observation is a method of data collection in
which researchers observe within a specific
research field. It is sometimes referred to as an
unobtrusive method (Agrosino, 2005). Participant
observation involves the observer being a
member of the setting in which they are collecting
data (Creswell, 2007). The advantage for using the
approach is the ability of the researcher capturing
the context within which people interact. It
enables for firsthand experience with setting and
to allow discovery and inductive, rather than
guessing what the context is like. This approach
gave the opportunity to witness things missed in
the interviews with learners. In all it answers the
question: “What is going on here?” (Patton, 2002).
20. JOURNALS
Journaling enable the researchers and the
participants to actively engage with the research
environment. Janesick (1999, p. 505) affirms that,
“journal writing is a way of getting feedback from
ourselves”. As a participant researcher (teacher),
journal writing gives me the leeway to ruminate
over the observations, interviews together with
triangulation. Moreover, interactive journal
writing between the participant and the
researcher rendered valuable qualitative data to
my study. Meth, (2003) outlined journals as
profitable to participants by enabling them to
acquire more autonomy in sharing their own
perceptions as a result, participants were given A
4 college exercise books to use as journals for
keeping up their records pertaining the
intervention method.
20. PRE-TEST AND POSTTEST.
A pre-test is given to participants before they
begin an intervention process as a means of
measuring how much they already know about the
topic/issues or the concepts to be learnt in the
subject (Rothgeb, 2008). At the conclusion of the
intervention, the participants write a post-test
that measures their ability to apply knowledge or
perform a specific task learned in the subject. The
comparison of participants’ post-test results to
their pre-test results enabled me to see whether
the intervention was successful in increasing
participant knowledge. In addition, a pre- and
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post-test gave learners an understanding of which
concepts or competencies were well received and
integrated during the intervention and which ones
need additional time or need to be covered using
alternative methods (Cornverse& Presser, 1986).
This was done continuously during RtL
intervention. As a way of monitoring learners’
progress post tests were administered fortnightly
to assess progress. At the end of the intervention
a posttest was administered to evaluate success of
the intervention. For easy analysis and
comparison of both test results marks were
compiled and presented in the form of a bar graph.
21. RESEARCH RESULTS AND DISCUSSION OF
FINDINGS
This section, dwells on interpreting and discussing
the findings generated from the study in relation
to the themes emerged from analysis of data,
which are; learners’ background, collaboration
and scaffolding, writing and comprehension. The
following research questions will take a lead to
this discussion:
1. What role does RtL play in improving
Grade 5 learners reading comprehension?
2. How can the RtL pedagogy improve
learner reading and reading for
understanding?
3. Why do learners whose teaching is
informed by RtL principles behave the way
they do?
From the data analysis it is confirmed that 88%
and 79.5% of the learners scored below 50% in
the pre-test and writing pre-test respectively.
There was improvement in the comprehension
posttest and writing posttest with 76% and 82%
of the leaners scoring more than 50%
respectively. The graph below represents pre-test
and posttest learner results.
Graph
30

22. LEARNERS’ BACKGROUND
The response generated from the questionnaire
revealed that most learners were coming from low
socio-economic backgrounds. Two learners were
coming from a single parent family, three were
staying with their grandparents only one stayed
with both parents, two were in custody of foster
parents and extended families respectively.
Learners’ socio-economic background plays a
pivotal role in their reading competences. In
relation to this, Block & Israel (2005) affirm that
learners from poor socio-economic backgrounds
possess a low vocabulary to draw from and this
slows their progress in reading. Seven learners
confirmed not to have anyone to help them in
reading at home. In support (Rose, 2005) confirms
that children who lack support in reading at home
may have a deficiency in reading at school. This
seems to be a common feature in some of the
homes in rural Namibia where the majority of the
parents migrate to towns to search for
employment leaving the children alone.
23. COLLABORATION AND SCAFFOLDING
80% of the responses from the interviewees
proved that collaborative learning and scaffolding
is of great significance in the implementation of
RtL pedagogy. Various comments stood out from
the responses. One learner commented, “I enjoy
group work very much because, my group
members can help me whenever I do not
understand” (LIR3). While another one said,
“Constructing the sentences first as a group
helped me to easily construct my sentences in
individual activities” (LIR2). Furthermore, another
stated, “the reading aloud of the passage,
explanations of new words from you (educator)
together with the help I get from my group
members help me to understand the contextual
meaning of the passage” (LIR8). In my lesson
evaluation, I noted in my journal, “learners were
enthusiastic, eager and actively participated in
group work. Two learners who are introverts
were freely sharing their ideas for the ‘Joint
Construction’’ (RJ). These findings echo Maine &
Shields (2015), argument on the importance of
self-questioning and oral discussion in the reading
process. In the same vein Vygotsky (1978) alluded
that social relations which comprise of competent
learners and educators are crucial in facilitating
learning.
24. WRITING
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The implementation of RtL pedagogy had
indirectly improved learners’ writing skills. There
was significant improvement in the post-test
results as compared to pre-test results. 85% of the
learners scored less than 50% in the pre-test
whilst, only 30% scored less than 50% in the post
test. This was also acknowledged by the learners
who remarked from the interview an
improvement in writing skills as benefits from
RtL. One learner commented, “this new method
has made me to improve my marks in written
activities, since we are given the chance of
discussing the passage before writing”. (LIR7)
another one said “this new method, has improved
my writing. I am now able to even use the big
words in my writing in exactly the same manner
we do when creating stories in groups” (LIR4). In
support are Maine & Shields (2015) as they affirm
that writing is a product of comprehension and
there is a nuanced link between reading and
comprehension.
25. COMPREHENSION
From the interviewee’s responses it is observed
that the learners had little or no interest in
comprehension activities in the early stages but
were later motivated and their interests aroused
during the intervention. Some of the learners’
comments were as follows: “I was not
understanding the comprehension passages and
this made me to fail to answer the comprehension
questions, but with this method I can now
understand stories better” (LIR6). Another stated,
“Now I enjoy reading and understand stories
unlike before” (LIR10). And: “when you
(educator) read aloud the story and discuss new
vocabulary as a whole class, I understand better”
(LIR1). Similar views are attested by Chlapana
(2016) who content that interactive reading aloud
and oral discussions during or after the reading
process improve learners’ mastery of the text
together with vocabulary development.
26. IMPLICATIONS
This study despite it being a small scale is
highlighting that if RtL is implemented in schools,
it has the potential to minimise to a greater
extend learners reading comprehension
challenges which is of great concern in Namibia. It
will be ideal if the Ministry of Education of
Namibia can open its doors to facilitators who can
school their teachers on RtL because it may be the
answer to literacy challenges that have been a
31

perennial problem. In addition, teachers need to
continue striving in finding the strategy or
(strategies) which suit their learners best. Among
many but the most effective is the RtL strategy
which has been newly introduced in Namibia but
has not yet been researched in different contexts
for South Africa, Australia, Kenya and Colombia
among others. Hence, future studies need to be
conducted especially for both urban and rural
primary schools of the Northern part of Namibia
to determine its implementation. Reading to learn
has been introduced in South Africa by (Mataka,
2017; 2019; Millin, 2018, Mawela, 2018 and
Mataka, Mukurunge, 2020) across grades yielding
positive results.
27. CONCLUSION
The findings from this study revealed that explicit
teaching using RtL can yield fruitful results in the
development of learners’ reading comprehension.
RtL enhances learners’ reading fluency, reading
for meaning as well as writing skills. The findings
also provoke teachers to analyse their teaching
strategies which suits their contextual
backgrounds and to be also acquainted with
alternative approaches to cater for the
marginalized learners together with
democratizing the classroom.
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shamelessly eclectic, Evaluation Review, 9 High density

(5) 627 -43
[47] www.childrens-books-and-
reading.com/look-and-say.html.
[48] www.childrens-books-and- Orphanage
reading.com/look-and-say.html
APPENDIX A
LEARNER INTERVIEW QUESTIONS
3. Whom do you stay with?
LEARNER NUMBER---------------------------- DATE
INTERVIEWED---/------/------
1. Did you enjoy the new way of teaching
reading and writing? Support your Both parents
answer.
2. Which part of the RtL process do you enjoy
most and why?
3. Did the RtL process help you in reading Single parent
comprehension?
4. How did the RtL pedagogy helped you in
reading comprehension tasks.
APPENDIX B Grandparents
LEARNER QUESTIONNAIRE
LEARNER NUMBER---------------------------- DATE
COMPLETED----/------/------ Other
Complete the following questionnaire by ticking 4. Do you enjoy reading?
the appropriate box or writing down your answer.
1. How old are you?

9 Yes

10

No

11 5. Give a reason to your answer above

6. Do you have anyone to help you with reading at
home?
12
2. Where do you live?
Township Yes

Low density No

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