Evaluación de la Actividad Plaquetaria en el

Here we present classroom observation results from schools which (a) implemented the balanced literacy approach and (b) schools which did not implement the balanced literacy approach. Observation results from schools which used the balanced literacy approach are presented first.

a) Classroom observation results (Experimental schools 1)

In the first classroom observation results, the teacher was teaching Unit 16 the title of which was Elisa and Kitty (Appendix 10 a) from the book (Chilora et al. 1994)

Activities with English: A course for primary schools.

In the introduction the teacher activated learners’ prior knowledge by asking pupils if they kept animals at home and the reasons why they kept the animals. He started to teach from what pupils knew and broadened pupils’ experiences. (For example the issue about chickens being birds and not animals; and for those that have cats at home asking them what they do with their cats). (For details of the lesson see Appendix 11). The teacher aroused pupils’ interest and curiosity by asking them what they thought the story was about. During reading pupils would have been interested to find out whether their prediction was confirmed or not. This was one way of engaging pupils in the topic and to find out what they already knew. Activating knowledge about a topic is important especially for second language learners. It can help learners to focus on features of the text that can be handy in building a scaffold for what learners will read in a text.

The teacher proceeded to discussing the title and illustration of the story. He used the illustration to get pupils to predict what the content of the story would be about. Here again by asking pupils to predict the teacher was getting pupils to think and helping pupils to develop one of the effective strategies for reading comprehension. There was also some discussion of new vocabulary that pupils met in the story for instance when pupils were asked to identify the items in the illustration such as a bench (and not a chair), a girl, and a cat. The teacher activated and built pupils’ background knowledge through the use of such pre-reading activities. Class discussions held around illustrations, and title of the story might have helped pupils to have a framework for understanding the text. They could confirm or not confirm their predictions.

The teacher taught learners the scanning skill by asking pupils to put a finger on some words found in the text. Pupils were also asked to guess the meanings of words as they were used in the passage. It was observed that it was difficult for learners to

explanations for this. The first is that learners might not have had adequate vocabulary for them to express their ideas. The second is that it is possible that learners did not grasp the concept of context cues. In this step the teacher lost an opportunity in using realia for teaching vocabulary or explaining some. Although he indicated dolls in the teaching and learning material area of his lesson plan and actually brought a small doll to the class he forgot to match the written word and the actual doll in the presence of learners. The doll that he brought to the class was made of clay and not plastic as it is in the passage. An interview with the teacher after the lesson revealed that he did not use this doll for not wanting to confuse the pupils with the word plastic. He was not able to buy a plastic doll. There are no plastic dolls made within Malawi. The ones available in shops are imported and expensive for the majority of the people.

The teacher then wrote some pre-questions on the chalkboard. The writing of the questions on the board before pupils read not only gave pupils a purpose for reading but also allowed pupils to focus their attention on what they were to learn. The questions also helped pupils to think actively as they read. They (questions) also guided the pupils in finding the main points of the story and gave them practice in finding the answers to the questions. Before reading the text, some pupils were asked to read the pre-questions aloud. In asking some pupils to read aloud the questions written on the board the teacher was ensuring that the pupils understood the questions before they read the story.

The teacher read a passage aloud followed by pupils. The reading aloud of the passage by the teacher had the advantage of letting learners listen to how to pronounce words in the passage. The reading aloud of the passage by the pupils reinforced the pronouncing of words that pupils had just listened to as the teacher read. The teacher too could check whether or not pupils recognised words correctly although the teacher could not tell at this moment whether the pupils were reading with understanding or not. However, the reading aloud of the passage in a chorus form had the danger of some learners just parroting after the teacher without any understanding at all.

made using a grid round, sound, bound, ground and pound (see Appendix 11). After discussing the meanings the teacher asked the learners to use the words in sentences of their own and to read the sentences aloud to the class. This part of the lesson gave pupils explicit instruction in oral language development, as well as a discussion about word meanings which was likely to have contributed towards pupils’ vocabulary development. Using analogy-based phonics the teacher explicitly taught phonics to the pupils. He let pupils be aware of the strategy being used in making new words by asking pupils to scan for the word, spell the word, pronounce the word and asking learners to come with other words that sounded the same at the end as the word found using the grid. Then he allowed the pupils to practice using the strategy. Eventually pupils practiced in transferring strategies to new tasks. They wrote sentences of their own using the new words they had just learnt and shared their writing with fellow pupils by reading aloud what they had written. Research on reading instruction has strongly argued for explicit instruction in teaching reading skills (NRP 2000; Pressley 2000).

b) Classroom observation results (Experimental schools 2)

The teacher was teaching Unit 18 whose title was Birds (Appendix 10 b).

The teacher started with pre-reading activities. He selected a picture of a bird which was a key idea in the story which was about to be read. Use of real objects in teaching meanings of new words can be effective because objects consist of their natural characteristics. It is easy for learners to understand the meaning of new words because there is a direct link between the meanings and the objects. In their research review Waxman and Tellez (2002) found that provision of multiple representations such as realia, pictures and graphic organisers were strategies that made classroom instruction meaningful for second language learners learning English.

The teacher and pupils held a discussion around the topic related to what pupils were to read. Here the teacher built pupils’ background information by activating relevant prior knowledge through the picture and asking questions about birds such as how many legs, eyes, and wings birds have, and where birds live. The teacher pre-taught words and concepts that would help learners to understand the story. He was

for them to read. One way of dealing with reading problems is for teachers to bridge the gap between what pupils know and what they will need to know for them to successfully read a text (Eskey 1997).

The teacher showed the class some real birds’ feathers and asked learners to say what it was. Some pupils said feethers (sic) while others said feathers. The teacher pronounced the word for the pupils and said feathers. He repeated pronouncing the word and asked pupils to say the word after him. He asked a volunteer to spell the word. He asked another learner to write the spelt word on the chalkboard for all learners to see how the word was spelt. He asked the learners to read the word from the chalkboard.

The teacher then showed learners a real bird’s nest, an insect, an egg and asked learners what they thought these things were. In teaching the vocabulary (concept) for these the teacher started with pronouncing the words, asking pupils to say after him, asking pupils to spell the word, to write the words on the chalkboard and to read the words from the chalk board. The teacher then flashed word cards with the words written on and asked the pupils to read the words: nest, insects, feathers, an

egg, wings and beaks. The teacher and pupils discussed the words. The teacher once

more flashed word cards with the same words nest, insects, feathers, an egg, wings and beaks and asked learners to find each of the words in the passage.

This was followed by a discussion of the illustration at page 105 in the book (Chilora

et al. 1994) Activities with English: A course for primary schools guided by the following questions:

How many birds are there in the picture?

How many legs, eyes, and wings do all birds have? What do birds use to catch insects?

What covers the body of the birds?

What do you think you are going to read about in the story? What is the title of the story?

When asked about how many birds there were in the picture (illustration), how many legs, eyes, and wings do birds have pupils responded to all the questions correctly and

made a correct guess that the story was about birds. The teacher made a link between what pupils knew about birds and what they could actually see in the illustration in their text-book. Next the teacher asked pupils to predict what they thought the story would be about. Pupils then read the text and compared what was in the text and their prediction. From the introduction to asking of questions about the illustration in the text the teacher was activating pupils’ prior knowledge. The activation of prior knowledge was one way of enhancing the development of effective comprehension strategies.

The teacher read the first paragraph of the story aloud while pupils listened. He demonstrated the strategy of summarising a text such as re telling what one read by including important information only, using key words from the text leaving out details that were less important. The teacher explained why pupils had to learn the strategy. He asked pupils to practice the strategy using very short paragraphs. Pupils read a passage and summarised it orally then read the passage silently. The teacher and learners discussed the answers to the questions on the chalkboard orally.

In the next step the teacher asked learners to go through the passage and identify all words which started with the sound /s/ at the beginning (which started with the letter s). Pupils scanned for words: sand, some, see, and slowly. The teacher then asked learners to identify their own words which started with the /s/ sound (which started with the letter s). Pupils came up with the following words: sun, sin, same, sick, sit,

sat, soap, story, see, and school. Pupils read the words to the class and wrote them on

the chalkboard. Pupils used the words they identified in their own sentences.

In the concluding part of the lesson pupils were asked to match the following words with the objects: egg, nest, feathers, and insects. The teacher asked learners to say one sentence each one of them about what they had read in the story. Pupils gave one sentence each about the story. The teacher here was trying to teach learners the ability of picking an idea from the story. This would lead to learners’ ability to identify the main idea of the story and summarise.

the text. Instruction in the classroom addressed specific background knowledge required by the pupils in order for the learners to understand a text. Teachers asked some questions about the topic in the text, such as how many legs, beaks a bird has. Through asking some questions about a topic teachers were able to build the learners’ background knowledge. Learners used realia, pictures or illustrations found at the beginning of each story to predict what the story was about.

Teachers also used pre-reading activities to build learners’ vocabulary. Words which were difficult for learners to understand a text were pre-taught. This helped learners build their schema and increased the learners’ background knowledge which was needed to understand a text. The teaching of individual words can deepen pupils’ knowledge of word meaning. In-depth knowledge of word meanings can help learners’ understand what they are hearing or learning (Snow 2002: 63).

Teachers taught learners to identify specific sounds at the beginning, and middle of words. They also asked learners to identify the word that remained when a phoneme was deleted or to substitute a phoneme with another. So learners made a new word by replacing a particular phoneme with another. Learners were also able to use the idea that a cluster of letters such as -ound, -aid, -all could be used in several different words to represent the same series of letters. This helped learners to recognise new words by analogy with familiar words and drew attention to letter sound correspondences as they occurred in a text. Systematic phonics instruction that learners received is likely to have brought about the greatest improvement in learners’ reading ability (NRP 2000). Reading experts say that awareness of sound at word, rhyme and phoneme levels is one of the most important indicators of early reading success (Adams 1990).

The reading aloud of the passage by the teacher not only helped learners to develop listening skills but also provided a model for pupils’ in pronunciation and expression. However, the intonation and tone used by the Malawian teacher was not exactly modelled on the Queen’s reception of the English language.

Comprehension instruction given to learners was direct and explicit. It focused on some strategies such as making predictions, answering questions and summarising.

Teachers demonstrated to the learners how to use some strategies. The demonstration and instruction in comprehension strategies were likely to have helped learners to be aware of what they did understand during reading; to identify what they did not understand; and to use strategies to resolve the problems. The National Reading Panel (2000) determined that comprehension is improved when teachers use a combination of reading strategies such as question answering, summarisation (retelling) and prediction. When learners are able to use these reading strategies successfully they perform well in recall and answering questions.

Teachers in the experimental group incorporated all the five research-based core elements in teaching reading. The use of the five core elements represented five different approaches to teaching pupils to read. It was envisaged that to be successful in teaching all pupils to read and write, teachers needed to incorporate in their instruction these different approaches to beginning reading. By using the five core elements teachers were acknowledging that learners do not learn in the same way, therefore they as teachers needed to plan a variety of instructional approaches in order to meet the needs of the majority of learners.

Review of literature (NRP 2000) has shown that successful interventions for struggling readers has included the teaching of any of the five core elements, phonics, phonemic awareness, vocabulary development, fluency and comprehension in early literacy (Snow et al. 1998; NRP 2000). Research findings suggest that in general the types of instruction that help monolingual English speaking pupils to learn to read also help second language learners (August 2002; August and Shanahan 2006; Garcia

2000).

c) Classroom observation results (Control schools 1)

Just as fidelity of implementation needs to be tracked in the experimental group, instruction in the control group too needs to be observed and described. Below are descriptions of instruction in two of the control schools. In this lesson the teacher was teaching Unit 18 whose title was Birds (Appendix 10 b).

connecting it to what was previously taught that is, spelling of words. It was observed that there were no clear spelling patterns in the words that were spelt. It was not clear why the teacher chose these particular words. The words spelt had no direct link with what pupils were going to read later in the lesson. The Teachers’ Guide for standard

four advised the teacher to pre-teach the words feathers, beaks, and insects. But the

teacher did not do that. Instead he started with spelling of words. Spelling of irrelevant words to the passage was not going to help pupils understand the vocabulary used in the passage.

The teacher wrote some pre-questions on the chalkboard. The writing of the questions on the chalkboard guided learners on what answers to look for as they read the passage. However the teacher needed to activate learners’ background knowledge about birds and their characteristics in order to help learners understand the text better.

The teacher read the pre-questions to pupils. Instead of the teacher reading the pre- questions pupils should have been given an opportunity to read the pre-questions on their own and so practice reading. This would have helped the teacher to establish whether pupils were able to read at sentence level or not and understand the questions. Learners should have been involved in doing activities rather than listening to the teacher and parroting after him.

After reading the questions to the pupils the teacher read the passage and asked learners to repeat after him. Some pupils repeated after the teacher as if they were singing a song, without giving attention to what was being read. Although pupils’ reading aloud could have enabled the teacher to check pupils’ ability to decode and pronounce words correctly, the observed reading aloud by pupils left a lot to be desired. It was more of learners barking at words rather than reading. Not only was there no attention given to the meaning of what pupils read but also no attention was given to understanding of what was read.

It was observed that the teacher concentrated on having pupils pronounce words correctly. However, the teacher did not make any effort to establish whether or not pupils understood what they read. Although one of the objectives of the lesson was