National and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research based findings and recommendations point to the fact that evidence–based research and integrated approaches should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre–service teachers toward a coherent knowledge base for the effective teaching of reading as teachers do not have an understanding of what to teach or how to teach it. Literature identifies that the inclusion, and explicit teaching of the five reading literacy components (phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension) form the essential components which should be instructed to enable teachers to teach reading. This study analysed a teacher preparation programme to identify what reading literacy components are taught as well as how the reading literacy components are taught within the programme. The results reflect that the reading literacy components are included haphazardly within the teacher preparation programme and there is no evidence–based research incorporated. It is clear that the pre–service teachers are not taught “how” to teach the reading literacy components as the science of reading is not focused on in the teacher preparation programme studied. The findings of this study support the literature base requiring teachers to be equipped with a disciplinary knowledge base to teach reading. Furthermore, teachers should be provided with a rigorous, research–based curriculum which will enable them to become expert reading literacy teachers who will be well prepared to implement research–based programmes and practices. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.

National and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research based findings and recommendations point to the fact that evidence–based research and integrated approaches should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre–service teachers toward a coherent knowledge base for the effective teaching of reading as teachers do not have an understanding of what to teach or how to teach it. Literature identifies that the inclusion, and explicit teaching of the five reading literacy components (phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension) form the essential components which should be instructed to enable teachers to teach reading. This study analysed a teacher preparation programme to identify what reading literacy components are taught as well as how the reading literacy components are taught within the programme. The results reflect that the reading literacy components are included haphazardly within the teacher preparation programme and there is no evidence–based research incorporated. It is clear that the pre–service teachers are not taught “how” to teach the reading literacy components as the science of reading is not focused on in the teacher preparation programme studied. The findings of this study support the literature base requiring teachers to be equipped with a disciplinary knowledge base to teach reading. Furthermore, teachers should be provided with a rigorous, research–based curriculum which will enable them to become expert reading literacy teachers who will be well prepared to implement research–based programmes and practices. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.

Arising from the increasing demands of the twenty-first century workplace, concern over learner reading performance is at the forefront of national education. The increasing demands have raised the literacy bar for learners and subsequently, schools have been forced to accommodate instruction for these increased expectations. Successful reading requires the learner to incorporate a number of reading skills in appropriate ways. Oral reading fluency and reading comprehension are identified as components in effectively gaining meaning from text. A reciprocal relationship exist between the two that allows one to comprehend more thoroughly as one reads more fluently. Additionally, as one reads more fluently, one‟s ability to comprehend also improves. This is due to the fact that one‟s brain is more capable in processing text when one is able to read fluently. Therefore, when one automatically identifies words one is able to comprehend text more completely. The purpose of this study was to determine whether a linear relationship exists between Grade 4 learners‟ oral reading fluency on different types of tests and their reading comprehension. The study was conducted within a positivistic research paradigm. A one-shot crosssectional survey design was used to determine the relationship between oral reading fluency and reading comprehension of Grade 4 learners in selected schools in Kimberley in the Northern Cape Province. Five schools, representing the different quintiles, were selected to participate in the study. A total of 406 Grade 4 learners made up the study population. Two tests were developed and validated in order to assess the learners‟ oral reading fluency and reading comprehension. The data was analysed by means of descriptive statistics as well as Pearson product-moment correlations. The results indicate that learners in rural schools could only read at 52 words per minute (wpm) which meant that they could be grouped in the 10th percentile. With regard to reading comprehension the learners in the rural areas scored an average of 54% on the first reading comprehension test. Their results on the second comprehension test indicated that they experienced difficulties with inference questions. The results indicated that learners in urban schools read at 107.5 words per minute (wpm) which meant that they could be grouped between the 50th and 75th percentile. In their first reading comprehension test they scored an average of 78%. Their results on the second comprehension test indicated that they experienced difficulties with interpretation questions. Pearson product moment correlations indicated a practically significant difference between rural and urban schools on oral reading fluency and reading comprehension with urban schools outperforming rural schools. Overall, the results indicated a practically significant relationship of r = 0.69 between oral reading fluency and reading comprehension. The findings of this study should be noted by teachers as well as be addressed in interventions as a matter of urgency. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2014

Arising from the increasing demands of the twenty-first century workplace, concern over learner reading performance is at the forefront of national education. The increasing demands have raised the literacy bar for learners and subsequently, schools have been forced to accommodate instruction for these increased expectations. Successful reading requires the learner to incorporate a number of reading skills in appropriate ways. Oral reading fluency and reading comprehension are identified as components in effectively gaining meaning from text. A reciprocal relationship exist between the two that allows one to comprehend more thoroughly as one reads more fluently. Additionally, as one reads more fluently, one‟s ability to comprehend also improves. This is due to the fact that one‟s brain is more capable in processing text when one is able to read fluently. Therefore, when one automatically identifies words one is able to comprehend text more completely. The purpose of this study was to determine whether a linear relationship exists between Grade 4 learners‟ oral reading fluency on different types of tests and their reading comprehension. The study was conducted within a positivistic research paradigm. A one-shot crosssectional survey design was used to determine the relationship between oral reading fluency and reading comprehension of Grade 4 learners in selected schools in Kimberley in the Northern Cape Province. Five schools, representing the different quintiles, were selected to participate in the study. A total of 406 Grade 4 learners made up the study population. Two tests were developed and validated in order to assess the learners‟ oral reading fluency and reading comprehension. The data was analysed by means of descriptive statistics as well as Pearson product-moment correlations. The results indicate that learners in rural schools could only read at 52 words per minute (wpm) which meant that they could be grouped in the 10th percentile. With regard to reading comprehension the learners in the rural areas scored an average of 54% on the first reading comprehension test. Their results on the second comprehension test indicated that they experienced difficulties with inference questions. The results indicated that learners in urban schools read at 107.5 words per minute (wpm) which meant that they could be grouped between the 50th and 75th percentile. In their first reading comprehension test they scored an average of 78%. Their results on the second comprehension test indicated that they experienced difficulties with interpretation questions. Pearson product moment correlations indicated a practically significant difference between rural and urban schools on oral reading fluency and reading comprehension with urban schools outperforming rural schools. Overall, the results indicated a practically significant relationship of r = 0.69 between oral reading fluency and reading comprehension. The findings of this study should be noted by teachers as well as be addressed in interventions as a matter of urgency. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2014

Summaries in English, Xitsonga and Afrikaans / Reading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom. / Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu. / Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word. / Linguistics and Modern Languages / Ph. D. (Languages, Linguistics and Literature)