The role of language in scaffold reading performance is critical because talk is central to learning how to read; it is not an activity that can be learned simply by watching someone else do it. Thus, structuring the task’s level of difficulty, jointly participating in problem-solving, focusing the learner’s attention to the task, and motivating the learner. The teacher’s challenge is transferring responsibility for the task to the learner and therefore hints at the complexity of scaffolding. It is a flexible activity that offers guidance in comprehending, learning, and enjoying literature.
Published in Chapter:
Maximizing Students' Learning Success Through Lab-on-Line: The University of Namibia Experience
Minda M. B. Marshall (LectorSA, South Africa), Simon George Taukeni (University of Fort Hare, South Africa & University of Namibia, Namibia), Rheinhold Disho Muruti (University of Namibia, Namibia), Gibert Likando (University of Namibia, Namibia), Cynthy Kaliinasho Haihambo (University of Namibia, Namibia), Mathilde Shihako (University of Namibia, Namibia), Chamelle De Silva (University of Namibia, Namibia), and Marshall M. (LectorSA, South Africa)
Copyright: © 2020
|Pages: 15
DOI: 10.4018/978-1-7998-0319-5.ch012
Abstract
This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).