The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the normal reading process. In the discussion of the reading process it is pointed out that the ability to read influences the total personality of the child as well as his contact with the environment. Reading is described as a psychoneurological activity which involves the integration of several complex organical and psychological processes. A study of the literature on the nature of dyslexia revealed that the reading disability is usually accompanied by other somatic and psychological symptoms. Several theories on the etiology of reading disabilities are discussed and it seems that there is as yet no general agreement about the causal factors. Traditional theories in which either organical, educational or psychological causes are overemphasized do not seem acceptable. As reading involves the whole personality, disturbances on the organical or psychological levels of the personality, or the complex interaction of several of the factors can probably lead to dyslexia. An analysis of remedial reading methods showed that the immediate aim of most of the traditional techniques was the correction of the reading disability itself. In recent years a growing number of reading specialists endeavoured to include the remediation of basic neurological and psychological factors in their programme. The use of the Aurelle apparatus for the correction of language disturbances enables the therapist to reach the child on the level of neurological organization, by correcting certain hearing functions and verbal expression. At the same time the necessary didactic and psychotherapeutic help can be given, which makes the rehabilitation of the total personality of the child possible. It was decided to initiate research which would eventually help to make Aurelle therapy possible for Afrikaans speaking dyslectic pupils. The specific experimental aim of this study was to discover common reading errors made by dyslectic pupils in two different age groups (7 ½ - 9 years 11 months, 10 – 12 ½ years) and to determine whether the errors of the two groups differ qualitatively. Both experimental groups, consisting respectively of 30 and 32 pupils, were selected on the basis of teachers' evaluation, examination results, number of reading errors and I.Q. A standardized reading test, the Individuele diagnostiese toetse in Afrikaans: lees en taal, was used as basis for the analyses of reading mistakes. A remarkable similarity was found between the two groups with regard to the categories in which most mistakes occurred. Some categories nevertheless differentiated on a significant level between the groups, possibly because of the relatively better sensory discrimination of the older group and this group's greater effort to grasp the meaning of the reading material. The analyses of reading errors in broad categories can be used together with the frequency analyses of mistakes made with specific words and phonemes to build up a programmed model for remedial teaching in reading. Such a model is essential where the Aurelle is included in the audio-visual programme, but it can also be of value for any of the other forms of reading therapy. / Thesis (MA)--PU vir CHO

The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the normal reading process. In the discussion of the reading process it is pointed out that the ability to read influences the total personality of the child as well as his contact with the environment. Reading is described as a psychoneurological activity which involves the integration of several complex organical and psychological processes. A study of the literature on the nature of dyslexia revealed that the reading disability is usually accompanied by other somatic and psychological symptoms. Several theories on the etiology of reading disabilities are discussed and it seems that there is as yet no general agreement about the causal factors. Traditional theories in which either organical, educational or psychological causes are overemphasized do not seem acceptable. As reading involves the whole personality, disturbances on the organical or psychological levels of the personality, or the complex interaction of several of the factors can probably lead to dyslexia. An analysis of remedial reading methods showed that the immediate aim of most of the traditional techniques was the correction of the reading disability itself. In recent years a growing number of reading specialists endeavoured to include the remediation of basic neurological and psychological factors in their programme. The use of the Aurelle apparatus for the correction of language disturbances enables the therapist to reach the child on the level of neurological organization, by correcting certain hearing functions and verbal expression. At the same time the necessary didactic and psychotherapeutic help can be given, which makes the rehabilitation of the total personality of the child possible. It was decided to initiate research which would eventually help to make Aurelle therapy possible for Afrikaans speaking dyslectic pupils. The specific experimental aim of this study was to discover common reading errors made by dyslectic pupils in two different age groups (7 ½ - 9 years 11 months, 10 – 12 ½ years) and to determine whether the errors of the two groups differ qualitatively. Both experimental groups, consisting respectively of 30 and 32 pupils, were selected on the basis of teachers' evaluation, examination results, number of reading errors and I.Q. A standardized reading test, the Individuele diagnostiese toetse in Afrikaans: lees en taal, was used as basis for the analyses of reading mistakes. A remarkable similarity was found between the two groups with regard to the categories in which most mistakes occurred. Some categories nevertheless differentiated on a significant level between the groups, possibly because of the relatively better sensory discrimination of the older group and this group's greater effort to grasp the meaning of the reading material. The analyses of reading errors in broad categories can be used together with the frequency analyses of mistakes made with specific words and phonemes to build up a programmed model for remedial teaching in reading. Such a model is essential where the Aurelle is included in the audio-visual programme, but it can also be of value for any of the other forms of reading therapy. / Thesis (MA)--PU vir CHO

Abstracts in English, Afrikaans and Xhosa / The purpose of this study was to explore reading barriers of Foundation Phase learners in IsiXhosa Home Language in the Lady Frere district in the Eastern Cape Province (ECP). The qualitative single case study of one Junior Secondary school in the chosen district was studied. The empirical research was done through interviews with the teachers and lesson observations. The findings suggested that there was some concern with regards to the reading ability of learners in the District. The lack of parental involvement, high turnover of teachers, lack of training and support of teachers were identified as attributing factors to reading barriers of learners. Measures to address these factors were suggested. The measures included capacity building of teachers, parents or care givers of learners, and ways of retaining teachers in schools to reduce the high turnover of staff. In conclusion, it is anticipated that the findings and recommendations of this study will provide valuable contribution to the district officials to be able to address the teaching and learning gaps and empower and support both teachers and learners in the Eastern Cape Province. / Die doel van hierdie studie was om leeshindernisse van leerders in die Grondslagfase, met Xhosa as huistaal, in die Lady Frere distrik in die Oos-Kaap Provinsie te ondersoek. Die kwalitatiewe, enkele gevallestudie het die bestudering van een Junior Sekondêre skool in die gekose distrik behels. Die empiriese navorsing is gedoen deur onderhoude met die onderwysers te voer en deur waarnemings van lesse. Die bevindings dui daarop dat daar kommer bestaan oor die leesvermoë van leerders in die distrik. Afwesige ouerbetrokkenheid, die hoë omset van onderwysers en die gebrek aan voldoende opleiding en ondersteuning aan onderwysers word identifiseer as die moontlike oorsake van leeshindernisse van leerders. Maatreëls om die faktore wat leeshindernisse veroorsaak aan te spreek, is voorgestel. Die maatreëls behels onder meer kapasiteitsbou van onderwysers, ouers of versorgers van leerders, asook maniere om onderwysers in skole te behou en sodoende die hoë personeelomset te verminder. Ten slotte, die verwagting is dat die bevindings en aanbevelings van hierdie studie ‘n waardevolle bydrae aan die distriksbeamptes sal lewer om die leemtes vir voldoende onderrig en leer te kan aanpak en sodoende beide onderwysers en leerders in die Oos- Kaap te bemagtig en te ondersteun. / Injongo yoluphando yayikukuphonononga izithintelo kufunda zamabanga aphantsi kulwimi lwasekhaya lwesiXhosa kwisithili saseCacadu kwiphondo laseMpuma-Koloni. Kwaphononongwa isifundo secala elinye elinoqeqesho kwisikiolo samabanga aphakathi kwisithili esikhethiweyo. Kwenziwa uphando olunamandla kusetyenziswa udliwanondlebe nootitshala kunye nokujonga. Iziphumo zabonisa ukuba kukho ukuxhalaba ngendlela abafundi besithili esikhethiweyo babefunda ngayo. Oko kwakudalwa kukungazibandakanyi kwabazali emfundweni yabantwana babo, ukutshintsha nokushiya kootitshala izikolo nesebe lezemfundo ngokubanzi nokunqongophala koqeqesho nenkxaso yootitshala. Kwacetyiswa amadondolo okulungisa imiba echaphazela iingxaki zokufunda . Lamadondolo ayecebisa ukuba kujongwane nemiceli mingeni eyayisele iboniwe, enje ngophuhliso lweetitsshala, abazali okanye abagcini bantwana, iindlela zokugcina abasebenzi ezikolweni, ukunciphisa ukutshintsha izikolo nokuyeka ukufundisa kootitshala. Ukuphetha, kuyabonakala ukuba iziphumo nezindululo zoluphando zizakuba negalelo elingathethekiyo kumagosa ezemfundo. Loo nto iyakuwanceda amagosa lawo akwazi ukuqaphela nokuqubisana nezikhewu ekufundeni, baphuhlise baxhase ootitshala nabantwana kwiPhondo leMpuma-Koloni. / Inclusive Education / M. Ed. (Inclusive Education)