Abstract
M.Ed.
The focus of this study is on how teachers in the Foundation Phase
diagnostically assess reading difficulties, and subsequently support learners.
This phenomenon was considered within a bioecological framework as all
systems, both internal and external influence the manner and degree to which
reading proficiency or difficulties are acquired. Furthermore, this study
highlights the interrelatedness between diagnostic assessment of reading
difficulties and learning support provided across systems. A case study was
used to explore this phenomenon qualitatively. Data collection methods
included focus group and individual interviews, qualitative questionnaires and
observations.
Data collected revealed that the diagnostic assessment of reading difficulties
is negatively influenced by several factors. These included teachers’ ability to
understand how manifesting reading difficulties are potentially linked to
underlying causes, teacher knowledge, understanding and implementation of
policies informing diagnostic assessment, as well as a range of contextual
factors. Contextual factors identified by teachers as hampering the process of
diagnostic assessment included time constraints, large numbers of learners in
each class, poor proficiency in the LoLT by both teachers and learners,
learners being too young to meet the learning outcomes of the grade, limited
resources and limited parent support. As with the literature review, the
findings were considered from a bioecological perspective, as it is evident
from the findings that multiple factors across systems influence diagnostic
assessment of reading. Teachers indicated that these factors strongly
influenced the nature of the support they were able to offer learners who
experience reading difficulties.