Abstract
M.Ed.
This case study focuses on the pedagogy of spelling and reading in a grade
two class at an independent school. It has set out to investigate and
understand the roles of the teacher and learner at the initial phases of this
school activity. A pilot study, conducted through observation in the class
that was used for the case study, indicated not only the possibility of there
being roles for the teacher and learner, but also that definite problems
arise at this stage of reading instruction. The case study continued from the
pilot investigation and sought to understand the pedagogy of reading with
special reference to the role of spelling in this. While reading and spelling
are the focus of the study at hand, two further issues formed part of the
investigation: the role of Piagetian development served as a framework in
which the pedagogy of initial spelling and reading was examined; and, the
popular South African perception, that independent schools offer a better
education to children than other schools, was challenged.
An essential part of this case study is the literature review. This review
investigates a theory of reading, Piagetian theory of cognitive development,
theories of language, semiotic theory and various issues surrounding
spelling. Suggested within the review are a more comprehensive model of
language and a more adequate model of semiotics. These models, specifically
intended to be of use to teachers, form part of the conceptual framework and
eventually of the suggested model of reading that is proposed on the basis of
the research.
The literature review indicates that reading is a complex activity of which
spelling is only a small part. The traditional inclusion of phonemic
awareness in the pedagogy of initial reading is questioned throughout the
conceptual framework and research, thus leading to the arguments for a
revised model of language. The cognitive aspects of reading are explored
within the theory of cognitive development advanced by Jean Piaget, because
of its common application in South African schools. The literature reviewed
with regard to this theory indicates a place for the theory within
educational settings. Furthermore, the semiotic aspect of language and
reading is explored; this investigation shows that present models of
semiotics are inadequate, not only with respect to written language, but to
all language.
This review was followed by an intense investigation in which the researcher
was a 'participant'. A great deal of data was collected by various methods in
the course of three months. These data were processed, both quantitatively
and qualitatively, and analyzed, yielding results that differed from the indications given in the conceptual framework. The role of Piagetian
development and the value of independent school education is questioned. The
pedagogy of reading is challenged, specifically with respect to the use of
oral reading in the classroom and with respect to the teaching of reading
skills.
The investigation suggested certain recommendations to the research school,
which can be extended beyond the confines of that specific setting. Most of
the suggestions are aimed at teacher education and call for liberal
uniformity in schools and the education' system which might bring about more
learner-centred approaches to teaching initial reading.