Abstract
M.Ed.
Reading forms the basis of the literacy of an individual and also plays
a significant part in his everyday activities. This fact forms the
basis for this study. The child with a reading problem, will find it
very difficult to realize his full potential. There is therefore need
for concern that so many children develop reading problems during the
transitional-period between the junior primary and senior primary phase
in school. A large percentage of pupils in this transitional phase show
significant signs of poor or insufficient rhythm which further accentuates
the reading problem. As reading plays such an important part in
the daily functioning of mankind, it is the absolute inalienable right
of every child that a great diversity of means should be sought to rectify
(or improve) this problem.
To get to grips with this issue (or problem) a psychological and didactical
study of literature on rhythm and reading has been followed.
These phenomena were described against the background of the human environment
to try and ascertain the relation between rhythm- and reading problems.
In the light of the above mentioned literature study it was decided
that empirical research of the problem was necessary. The aim was to
ascertain whether a self-designed programme of rhythmical exercises
by the writer could bring about a noticeable improvement in the reading
level (word recognition, speed, reading of prose) of std. 2-pupils.
In the event of such an improvement a further objective was to make
specific recommendations for the incorporation of such a programme in
the class-situation.
An at random selection was made of 42 std. 2-pupils from 8 Afrikaans
speaking schools. A reading test of three different sections, namely
a formal graded reading test, a test to ascertain reading speed and an
informal test for prose reading were used. Teachers were asked to
identify pupils with reading problems. Further information was gleaned
from the cumulative record cards of such pupils.