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 ...
- Full Text:
- 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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'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases
- Authors: Britz, Petrea
- Date: 2014-11-19
- Subjects: Reading - Language experience approach , Reading (Primary) , Reading (Elementary) , Reading comprehension - Study and teaching
- Type: Thesis
- Identifier: uj:12945 , http://hdl.handle.net/10210/12834
- Description: M.Ed. (Psychology of Education) , Two critical problems experienced by significant numbers of children in the junior primary phase of school are, difficulties with reading and the lack of motivation to read. It is important that the reluctant reader receives the necessary help to become an efficient and motivated reader as reading influences many aspects of the child's life besides scholastic achievement, for example self-concept and social interaction. This study consists of a literature survey, the aim of which is to identify strategies and to develop guidelines for the construction of a reading motivation programme for reluctant readers who may also be experiencing reading problems. In an attempt to achieve the above goals use has been made of: 1) the language-experience approach, 2) the incorporation of cognitive and metacognitive strategies. The language-experience approach is a means of teaching children to read by capitalizing on their interests, experiences, and oral language facility. Students dictate stories and accounts based on their experiences; these materials are then used as the basis of the reading programme. This approach has distinct advantages for reluctant readers as it capitalizes on the child's unique experiences: Interest is virtually guaranteed as reading and sharing their own stories boost the morale of children whose previous reading experiences may have been fraught with failure. The aim of teaching metacognitive strategies for reading is to make the pupil aware of himself as a reader so that he realizes that he is in control of the reading process. The reader must become aware of his thought processes during reading: This reflection on personal thought processes is called "metacognition".
- Full Text:
- Authors: Britz, Petrea
- Date: 2014-11-19
- Subjects: Reading - Language experience approach , Reading (Primary) , Reading (Elementary) , Reading comprehension - Study and teaching
- Type: Thesis
- Identifier: uj:12945 , http://hdl.handle.net/10210/12834
- Description: M.Ed. (Psychology of Education) , Two critical problems experienced by significant numbers of children in the junior primary phase of school are, difficulties with reading and the lack of motivation to read. It is important that the reluctant reader receives the necessary help to become an efficient and motivated reader as reading influences many aspects of the child's life besides scholastic achievement, for example self-concept and social interaction. This study consists of a literature survey, the aim of which is to identify strategies and to develop guidelines for the construction of a reading motivation programme for reluctant readers who may also be experiencing reading problems. In an attempt to achieve the above goals use has been made of: 1) the language-experience approach, 2) the incorporation of cognitive and metacognitive strategies. The language-experience approach is a means of teaching children to read by capitalizing on their interests, experiences, and oral language facility. Students dictate stories and accounts based on their experiences; these materials are then used as the basis of the reading programme. This approach has distinct advantages for reluctant readers as it capitalizes on the child's unique experiences: Interest is virtually guaranteed as reading and sharing their own stories boost the morale of children whose previous reading experiences may have been fraught with failure. The aim of teaching metacognitive strategies for reading is to make the pupil aware of himself as a reader so that he realizes that he is in control of the reading process. The reader must become aware of his thought processes during reading: This reflection on personal thought processes is called "metacognition".
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The pedagogy of spelling and reading in a grade two class : a case study at an independent school
- Authors: Kilian, Dean
- Date: 2012-08-27
- Subjects: Language and languages - Orthography and spelling , Reading (Elementary) , Education, Elementary - South Africa , Education and state - South Africa
- Type: Thesis
- Identifier: uj:3242 , http://hdl.handle.net/10210/6651
- Description: 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.
- Full Text:
- Authors: Kilian, Dean
- Date: 2012-08-27
- Subjects: Language and languages - Orthography and spelling , Reading (Elementary) , Education, Elementary - South Africa , Education and state - South Africa
- Type: Thesis
- Identifier: uj:3242 , http://hdl.handle.net/10210/6651
- Description: 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.
- Full Text:
A structured reading readiness programme for culturally disadvantage children
- Authors: Gumede, Happy Prince
- Date: 2014-04-14
- Subjects: Reading readiness , Reading (Elementary) , Children with social disabilities - Education (Elementary) - South Africa - Kwazulu
- Type: Thesis
- Identifier: uj:10597 , http://hdl.handle.net/10210/10120
- Description: M.A. (Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Gumede, Happy Prince
- Date: 2014-04-14
- Subjects: Reading readiness , Reading (Elementary) , Children with social disabilities - Education (Elementary) - South Africa - Kwazulu
- Type: Thesis
- Identifier: uj:10597 , http://hdl.handle.net/10210/10120
- Description: M.A. (Psychology) , Please refer to full text to view abstract
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