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MEd (Curriculum Studies), North-West University, Potchefstroom Campus Learners’ academic achievement is determined according to their ability to read with comprehension. In this study, a group of Grade 8 Science learners was unable to read with comprehension at first, preventing them from reading and understanding multimodal texts on their own. According to the research objectives of this study, the integration of multimodal reading, viewing and learning strategies is a tool for Grade 8 Natural Science learners and can set guidelines for Grade 8 Natural Science teachers to teach Grade 8 Natural Science learners to be self-directed readers and learners. A thorough literature review was conducted using the key terms and phrases of the study. The present reading problem in South Africa is caused by learners’ poor reading comprehension, which results in poor academic achievement. The findings of several assessment bodies, such as the ANA, PIRLS, TIMSS and PISA, were analysed to estimate the level of literacy and numeracy of South African learners. Reading comprehension issues were investigated, and it is shown that they are caused by a lack of reading comprehension instruction in learners’ native language, as well as a variety of sociocultural variables. The CAPS for Afrikaans Home Language Grades 7 to 9 was studied, and it was discovered that teaching language skills is essential for academic performance. Reading and viewing strategies were examined and integrated to determine the possible success thereof. Furthermore, the CAPS for Natural Science Grades 7 to 9 indicates that Grade 8 Natural Science learners are presented with a variety of domains of knowledge connected to specific subjects in the FET phase. As a result, it is critical for Grade 8 learners to be familiar with these courses in order to make subject selections in Grade 9 that will affect their career choice. It is also crucial to look at how the brain works to see how in-depth learning happens so that learners can recall knowledge when they need it. During the lesson series, different learning styles were examined and taken into account to see whether learners prior knowledge, interests and skills were addressed. The constructivist teaching-learning philosophy, which is based on scaffolding and implies that the instructional events build on one another, was used to create the lesson series. Multimodality was investigated so that Natural Science learners can understand multimodal texts by using integrated techniques in order to help them become self-directed readers and learners. The relationship between self-directed reading and learning has been thoroughly explored, and it has been discovered that self- directed reading leads to self-directed learning. The cognitive development phase of adolescent learners was researched to determine what type of thinking learners use to comprehend the world around them. Within the interpretivist research paradigm, the study used a qualitative research technique. A variety of data-gathering techniques and convenience sampling were employed. The data-collecting techniques of the study were based on a content and thematic analysis of a complete literature review and documents, from which topics that curriculated the lesson series emerged. In addition, the effectiveness of the study was determined by analysing the eight learner-centred lessons and observation checklists, pre-journal entries, reflective post-journal entries and the pre- and post-tests. Through the purposeful support of integrated reading, viewing and learning techniques, this study makes a significant contribution to the development of a group of Grade 8 Natural Science learners into self-directed readers and learners. Furthermore, the teacher researcher offers suggestions for Grade 8 Natural Science teachers so that integrated multimodal reading, viewing and learning strategies can aid in developing Grade 8 Natural Science learners into self-directed readers and learners. Masters |
