Abstract:

Many educationists have noted that learners learn to read by reading-much in the same way as they learn any other skill by doing it and enjoying what they do. This study reports on the use of Extensive Reading (ER) programme aiming at improving the learners’ reading and writing competence. This one-year case study of Bulembu Lower & Higher Primary school focused on six intermediate phase pupils (grade 4 to 6) aiming to provide an enhanced design of extensive reading (ER) to improving learners’ literacy. I conducted this through resource auditing; pre & post case study interviews; and providing plenty of opportunities to access reading materials that pupils enjoy reading in a relaxed atmosphere such as fairy tales/folk tales/ novels, plays, poetry and media journals (print/audio and visual). The study will generate video recordings, classroom corner libraries, book reports, continuous assessment, motivation for reading, and a comprehensive extensive reading project report. Theoretically, the social constructivist theory in line with project-based learning as a holistic framework informed the study. The study has already revealed that if English First Additional Language learners (EFAL) read age-appropriate, attractive contemporary reading material and follow various strategies, their communication skills and academic reading and writing competence will improve.

Keywords:

Case study, extensive reading, intermediate phase, reading & writing competence, project-based learning, social constructivist.