Using the Strategy Instructions Approach (SIA) in Teaching Reading Comprehension: A Case Study Schools in the Amathole East District South in Africa
Samson Matope 
& Patrick Senye-Awudi
Issue: Vol.4 No.13 Article 16 pp.1581-1592
DOI: https://doi.org/10.38159/ehass.202341316 | Published online 10th January, 2024
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study sought to explore the effectiveness of using the Strategy Instructions Approach (SIA) to teach South African children reading comprehension. The majority of language teachers, especially those who teach English as a first or second language, were found to be lacking in the skills needed to impart reading comprehension effectively to their learners. Grade 8 learners were taught reading comprehension using SIA which was basically from the curriculum and assessment policy statement (CAPS) materials. A control group of 60 learners and an experimental group of 60 learners (sampled from three schools in Amathole East District in South Africa) were used to determine the effectiveness of SIA when compared to the traditional teaching approaches used by teachers to teach reading comprehension. The outcomes demonstrated that SIA enhanced performance in reading comprehension. The study recommends that schools especially, those in rural areas should have more reading resources and activities, longer hours on the school timetable for teaching reading comprehension, and higher institutions should train teachers to use SIA.
Keywords: Strategy Instructions Approach (SIA), Reading Comprehension, Curriculum and Assessment Policy Statement (CAPS), Control Group, Experimental Group
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Dr. Samson Matope is an Academic Developer working as a Teaching Development Specialist in the Academic Staff Development Unit, Walter Sisulu University, South Africa. He is passionate about academic staff development in higher education. He has presented and published on curriculum transformation, academic staff development and student engagement in higher education. He is currently involved in the institutional research niche area on curriculum development and sustainable development in higher education.
Mr. Patrick Senye-Awudi is a final year Masters in Education student at Walter Sisulu University. He is currently a high school English First Additional Language teacher who is passionate about transformative teaching pedagogies in English teaching for non-English speakers. Patrick has been teaching for more than fifteen years and has risen through the ranks to the position of Acting Deputy Principal at a high school in the Elliotdale cluster in the Eastern Cape Province of South Africa.
Matope, Samson & Senye-Awudi, Patrick. “Using the Strategy Instructions Approach (SIA) in teaching reading comprehension: a case study schools in the Amathole East District South in Africa.” E-Journal of Humanities, Arts and Social Sciences 4, no.13 (2023): 1581-1592. https://doi.org/10.38159/ehass.202341316
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
