Abstract
M.Ed.
A concern with regard to the apparent drop in achievement levels in the area of
literacy and the implementation of the Teaching Handwriting Spelling and Spelling
Skills (THRASS) programme, introduced as part of the strategy to address the
problem, prompted this research.
A qualitative case study was undertaken in order to determine
1. The experiences of the Foundation Phase teachers from Grade 1 to Grade 3
with regard to THRASS in the first year of implementation.
2. The influence of THRASS on the spelling ages the spelling strategies and the
independent written of the Foundation Phase learners.
3. Imperatives for management when introducing new programmes into schools.
Using the chronological age of the learners as the baseline indicator the findings
indicated that an age appropriate development in the spelling age of the Grade 1
learners. These results were similar to those of 2006 when a different system was
being used. On average the Grade 2 and Grade 3 learners had a spelling age which
was a year or more greater than their chronological age. These results were better
than those recorded in 2006.
The learners were using the majority of the strategies embedded in the THRASS
programme and were experiencing greater confidence when attempting to complete
independent written tasks. No conclusive evidence indicated the influence of
THRASS on the independent written work of the learners. There was, however,
evidence in support of the finding that the learners were using the majority of the
strategies embedded in the programme.
It became apparent, with regard to management, that ensuring the sustainability of
programmes requires as much attention as the implementation of the programmes.