By Sabina Elago
WINDHOEK– Only 22.4% of learners could be classified as readers in terms of a study conducted in 36 schools among 1402 learners in seven regions.
The study has been conducted by Emma Kirchner and Susan Alexander, both lecturers at the University of Namibia (Unam), and Andree-Jeanne Totemeyer, a researcher at the University of South Africa (Unisa). The study aimed to establish if Namibian Grade Six learners reads, and what they read and if they do not read, why as well as the factors that might underlie this behaviour. Titled, The reading behaviour and preferences of Namibian children, the study has been concluded recently. Information was gathered by means of data collection and the analysis of complementary studies on reading proficiency and related matters from schools that teach, Oshiwambo, Khoekhoegowab, Afrikaans, Rukwangali, Otjiherero and Silozi in both rural and urban community.
According to Kirchner the main reasons student reads are for information and to improve their language and only to a lesser extent for enjoyment. “Most popular stories they read were bible stories, school stories and historical stories, and they like to read about characters who live in Namibia, and have the same interests as they have,” she says. She adds that due to lack of materials and because reading is difficult, learners spend less time reading and they read more in English than in their mother tongues.
Totemeyer says the teacher’s questionnaire as well as the literature review underlined the poor state of information provision at schools due to the lack of libraries and reading materials. “It also showed that the majority of students come from uneducated families, living in basic information-poor conditions. They do not receive assistance with homework, and hungry most of the time, walking to school over vast distances. Their teachers are not always qualified in the subjects they teach,” she says.
The study concludes with extensive recommendations aimed at reducing the percentage of students who do not read. These include ways to support reading proficiency in English and in the mother tongues, recommendations on increasing publications in the indigenous languages and ways to facilitates better access to reading materials, especially in disadvantaged areas. These recommendations contain proposals to improve availability of reading material via the development of school libraries, classroom collections and community libraries. Recommendation on the training of language teachers and school librarians are also made. Furthermore ways to promote reading motivation and engagement, also by using available technology are given.
The strong case is made to address the poor socio-economic conditions of Namibian children. The results are currently being shared at various fora.