Leesfoute by standerd twee-leerlinge
- Authors: Rabe, Marie
- Date: 2015-02-11
- Subjects: Reading (Primary) , Reading (Elementary) , Reading
- Type: Thesis
- Identifier: uj:13265 , http://hdl.handle.net/10210/13287
- Description: M.Ed. (Educational Psychology) , Reading problems as a phenomenon in education is a problem which has been identified in many countries of the world including the Republic of South Africa. If a child experiences a reading problem it affects not only his present life world but also his path en route to adulthood. Reading also forms an integral part of the adult' s daily activities and therefore it is essential that the child (who is a future adult) should be able to be independent as far as reading is concerned. The standard 2-pupil is in the transitional stage between the junior primary- and senior primary phase. It was thus essential to identify reading problems that may exist beyond the junior primary phase with the intention of lending assistance to the child in need. Furthermore it was necessary to undertake a psychodidactic view of reading. Reading was identified as a complex activity, consisting of various components. The educational causes of reading problems were emphasized. Reading errors were divided into 3 categories namely: reading skills, general reading errors and reading attitude. The purpose of this study therefore, was to identify the most common reading errors made by standard 2. pupils, then to compare the reading errors of English and Afrikaans speaking pupils and to propose recommendations with respect to reading instruction in standard 2.. It was also necessary to identify reading problems that still existed after the completion of the junior primary phase ...
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- Authors: Rabe, Marie
- Date: 2015-02-11
- Subjects: Reading (Primary) , Reading (Elementary) , Reading
- Type: Thesis
- Identifier: uj:13265 , http://hdl.handle.net/10210/13287
- Description: M.Ed. (Educational Psychology) , Reading problems as a phenomenon in education is a problem which has been identified in many countries of the world including the Republic of South Africa. If a child experiences a reading problem it affects not only his present life world but also his path en route to adulthood. Reading also forms an integral part of the adult' s daily activities and therefore it is essential that the child (who is a future adult) should be able to be independent as far as reading is concerned. The standard 2-pupil is in the transitional stage between the junior primary- and senior primary phase. It was thus essential to identify reading problems that may exist beyond the junior primary phase with the intention of lending assistance to the child in need. Furthermore it was necessary to undertake a psychodidactic view of reading. Reading was identified as a complex activity, consisting of various components. The educational causes of reading problems were emphasized. Reading errors were divided into 3 categories namely: reading skills, general reading errors and reading attitude. The purpose of this study therefore, was to identify the most common reading errors made by standard 2. pupils, then to compare the reading errors of English and Afrikaans speaking pupils and to propose recommendations with respect to reading instruction in standard 2.. It was also necessary to identify reading problems that still existed after the completion of the junior primary phase ...
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Illustrations and the development of reading in the primary school
- Authors: Ralph, Shirley Elizabeth
- Date: 2014-11-17
- Subjects: Reading , Reading (Primary) , Reading - Aids and devices , Visual education , Pictures in education
- Type: Thesis
- Identifier: uj:12811 , http://hdl.handle.net/10210/12701
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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- Authors: Ralph, Shirley Elizabeth
- Date: 2014-11-17
- Subjects: Reading , Reading (Primary) , Reading - Aids and devices , Visual education , Pictures in education
- Type: Thesis
- Identifier: uj:12811 , http://hdl.handle.net/10210/12701
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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Die verband tussen ritmeprobleme en leesprobleme
- Authors: Lanser, Anna C.
- Date: 2014-06-11
- Subjects: Reading , Reading (Primary) , Reading - Aids and devices , Reading - Remedial teaching - Aids and devices
- Type: Thesis
- Identifier: uj:11512 , http://hdl.handle.net/10210/11207
- Description: 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.
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- Authors: Lanser, Anna C.
- Date: 2014-06-11
- Subjects: Reading , Reading (Primary) , Reading - Aids and devices , Reading - Remedial teaching - Aids and devices
- Type: Thesis
- Identifier: uj:11512 , http://hdl.handle.net/10210/11207
- Description: 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.
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Leeshulpverlening deur ouers aan leerlinge : saamlees en modellering van kognitiewe leerstrategieë
- Authors: Briel, Louisa Maria
- Date: 2014-11-20
- Subjects: Reading , Reading - Parent participation - Case studies , Learning, Psychology of , Educational psychology
- Type: Thesis
- Identifier: uj:13004 , http://hdl.handle.net/10210/12890
- Description: M.Ed. (Psychology of Education) , Please refer to full text to view abstract
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- Authors: Briel, Louisa Maria
- Date: 2014-11-20
- Subjects: Reading , Reading - Parent participation - Case studies , Learning, Psychology of , Educational psychology
- Type: Thesis
- Identifier: uj:13004 , http://hdl.handle.net/10210/12890
- Description: M.Ed. (Psychology of Education) , Please refer to full text to view abstract
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'n Ondersoek na die waarde en rol van metakognitiewe leesstrategieë vir leesbegrip en moontlike onderrigimplikasies
- Authors: Botha, Suzette
- Date: 2012-09-05
- Subjects: Reading comprehension , Reading , Metacognition
- Type: Thesis
- Identifier: uj:9589 , http://hdl.handle.net/10210/7011
- Description: M.A. , In a reading tradition that developed in some schools the concept of reading comprehension was based on the mastery of a hierarchy of individual subskills that the reader had to master. When the reader mastered these skills he/she was regarded as a good reader that could read with comprehension. The reader's role could be described as a passive participant that merely reproduced the information found in the text. The reader wasn't involved in the active construction of the meaning of the text by comparing or integrating the new information to existing background knowledge or schemata. A cognitive perspective on the reading comprehension process reflects the active role that a reader's cognition plays during the process of reading comprehension. Metacognitive awareness of the nature of the reading process, in combination with explicit knowledge in the use of metacognitive reading strategies, enables the reader to monitor and control the comprehension process in order to select and apply appropriate strategies to construct the meaning of the text. Other factors that could also influence the construction of meaning are the nature of the reader's background knowledge and schemata — or the lack thereof. The role that the teacher plays (could play) in the improvement of a reader's comprehension ability, is very important. Readers must be exposed to various metacognitive reading strategies that can be applied to different types of texts. Explicit explanation and modelling as to what, how, where and when strategies can be used, are essential aspects of the teacher's instruction method. The teacher thus needs to employ direct instruction methods to improve the reader's metacognitive awareness of the reading process and reading strategies that can be used. The implication therefore, is that it is essential that teachers be exposed to and trained in the use and application of direct instruction methods and metacognitive strategies. Only then are they well equipped and well trained to be involved in the training of reading and readers.
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- Authors: Botha, Suzette
- Date: 2012-09-05
- Subjects: Reading comprehension , Reading , Metacognition
- Type: Thesis
- Identifier: uj:9589 , http://hdl.handle.net/10210/7011
- Description: M.A. , In a reading tradition that developed in some schools the concept of reading comprehension was based on the mastery of a hierarchy of individual subskills that the reader had to master. When the reader mastered these skills he/she was regarded as a good reader that could read with comprehension. The reader's role could be described as a passive participant that merely reproduced the information found in the text. The reader wasn't involved in the active construction of the meaning of the text by comparing or integrating the new information to existing background knowledge or schemata. A cognitive perspective on the reading comprehension process reflects the active role that a reader's cognition plays during the process of reading comprehension. Metacognitive awareness of the nature of the reading process, in combination with explicit knowledge in the use of metacognitive reading strategies, enables the reader to monitor and control the comprehension process in order to select and apply appropriate strategies to construct the meaning of the text. Other factors that could also influence the construction of meaning are the nature of the reader's background knowledge and schemata — or the lack thereof. The role that the teacher plays (could play) in the improvement of a reader's comprehension ability, is very important. Readers must be exposed to various metacognitive reading strategies that can be applied to different types of texts. Explicit explanation and modelling as to what, how, where and when strategies can be used, are essential aspects of the teacher's instruction method. The teacher thus needs to employ direct instruction methods to improve the reader's metacognitive awareness of the reading process and reading strategies that can be used. The implication therefore, is that it is essential that teachers be exposed to and trained in the use and application of direct instruction methods and metacognitive strategies. Only then are they well equipped and well trained to be involved in the training of reading and readers.
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