The current approach to reading comprehension instruction is not producing the desired outcomes. Provincial, national and international tests indicate that more than half of South African learners cannot read, understand and answer basic comprehension questions. This research project was informed by Vygotsky’s socio-cultural theory. A case study was conducted with a ten-year old Grade 4 boy who experienced difficulty with understanding comprehension questions. A six-week intervention was designed to improve his comprehension abilities and to identify instructional principles that were appropriate for him. Interviews and observations were conducted and inductively analysed. Findings showed that the learner was well equipped to retrieve explicitly stated information but struggled with higher-order level questions such as drawing inferences or evaluating content. Certain instructional practices were more favourable than others when teaching reading strategies.

中文翻译：

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用于向四年级学习者教授关键理解能力的教学原则

当前阅读理解指令的方法无法产生预期的结果。省，国家和国际测试表明，超过一半的南非学习者无法阅读，理解和回答基本的理解问题。该研究项目是由维果茨基的社会文化理论提供的。对一个十岁的四级男孩进行了案例研究，该男孩在理解理解问题上遇到困难。为期六周的干预旨在提高他的理解能力，并确定适合他的教学原则。进行访谈和观察并归纳分析。研究结果表明，学习者具备检索明确陈述的信息的能力，但是却在较高层次的问题（例如，得出推断或评估内容）方面遇到困难。在教授阅读策略时，某些教学方法比其他方法更有利。