Technology-Assisted Reading for Improving Reading Skills for young South African Learners

Abstract: This paper addresses the controversial issues of improving the reading skills of young learners through technology-assisted reading programmes. On reporting the results of primary school learners from grade 2 to grade 7 who participated in a computer-based reading programme for seven months, we try to answer the critical questions of whether computer-assisted reading programmes should be embraced or avoided. We also have looked at the possible benefits of such an intervention apart from the improvement of reading skills. The poorly developed reading skills of South African learners slowly became evident over the last couple of years as teachers, parents, employers and professionals were confronted with this ongoing crisis. The Department of Education (DoE) stated that the South African youth do not read as well as their foreign counterparts and actions were put in place to address the growing problem. However, despite this acknowledgement, decision makers are still indecisive in effectively addressing the problem. Many theories exist on why children are reading impaired and who should accept responsibility for it. Data of the findings in this paper was collected over a period of seven months and reflects the reading results of learners who followed a combination of a computer-based reading programme, visual accuracy and visual memory computer exercises as well as the application of specific paper-based activities. Groups were small, with continuous personal intervention and communication from the facilitator with each learner. This paper also qualitatively reflects on th