'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".
- Full Text:
Literature teaching in a multicultural society
- Authors: Wissing, Cornelia
- Date: 2014-04-03
- Subjects: Literature - Study and teaching , English literature - Study and teaching - Afrikaans speakers , Reading comprehension - Study and teaching , Multicultural education
- Type: Thesis
- Identifier: uj:10516 , http://hdl.handle.net/10210/10018
- Description: M.A. (Applied Linguistics) , Please refer to full text to view abstract
- Full Text:
- Authors: Wissing, Cornelia
- Date: 2014-04-03
- Subjects: Literature - Study and teaching , English literature - Study and teaching - Afrikaans speakers , Reading comprehension - Study and teaching , Multicultural education
- Type: Thesis
- Identifier: uj:10516 , http://hdl.handle.net/10210/10018
- Description: M.A. (Applied Linguistics) , Please refer to full text to view abstract
- Full Text:
Reading in the intermediate phase for Zulu L2
- Authors: Rassmann, Estelle
- Date: 2012-08-13
- Subjects: Reading , Second language acquisition , Reading comprehension - Study and teaching , Zulu language - Study and teaching - Foreign speakers
- Type: Mini-Dissertation
- Identifier: uj:9113 , http://hdl.handle.net/10210/5570
- Description: M.A. , It is the contention of this study that historical factors surrounding education and the teaching of African languages in South Africa have led to there being deficiencies in second-language Zulu courses for learners of diverse language and cultural groups in primary schools. The focus of this investigation is on the authentic cultural content of courses and the application of reading research from Applied Linguistics to such courses. The research concerned with second-language learning, reading, reading comprehension, cultural schemata and intercultural competence is examined in this study. An application of this research to Zulu second-language teaching materials, in order to demonstrate ways in which different kinds of reading and cultural schemata can be taught to ten to fourteen year-old L2 learners with limited vocabulary and linguistic competence in Zulu, is made within a single teaching theme. The study illustrates ways in which reading is a particularly effective teaching device in the second-language Zulu classroom and that multi-level tasks can be devised which promote the development of reading skills and strategies, the textual as well as the intercultural competence of diverse groups of learners.
- Full Text:
- Authors: Rassmann, Estelle
- Date: 2012-08-13
- Subjects: Reading , Second language acquisition , Reading comprehension - Study and teaching , Zulu language - Study and teaching - Foreign speakers
- Type: Mini-Dissertation
- Identifier: uj:9113 , http://hdl.handle.net/10210/5570
- Description: M.A. , It is the contention of this study that historical factors surrounding education and the teaching of African languages in South Africa have led to there being deficiencies in second-language Zulu courses for learners of diverse language and cultural groups in primary schools. The focus of this investigation is on the authentic cultural content of courses and the application of reading research from Applied Linguistics to such courses. The research concerned with second-language learning, reading, reading comprehension, cultural schemata and intercultural competence is examined in this study. An application of this research to Zulu second-language teaching materials, in order to demonstrate ways in which different kinds of reading and cultural schemata can be taught to ten to fourteen year-old L2 learners with limited vocabulary and linguistic competence in Zulu, is made within a single teaching theme. The study illustrates ways in which reading is a particularly effective teaching device in the second-language Zulu classroom and that multi-level tasks can be devised which promote the development of reading skills and strategies, the textual as well as the intercultural competence of diverse groups of learners.
- Full Text:
- «
- ‹
- 1
- ›
- »