Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The main objective of this study was to determine the effects of an intervention programme on the reading levels of ten grade two learners. A case study was used as research method. The research group of five boys and five girls between the ages of 7 and 8 years were Grade 2 learners at a Boland primary school. These learners did not meet the Assessment Standards for reading and looking (LO3: 3, 4) The research process consisted of a pre evaluation phase, the intervention and a post evaluation phase. The learner’s reading levels were determined during the evaluation phases. The observation during the intervention was coded and recorded. The group was taught during a period of 10 weeks, 3 times a week for 30 minutes at a time. Ananlysis of data showed improvement of reading levels with regards to fluency, speed, accuracy analysis and self correction. The study thus shows that the intervention was effective for improving reading levels. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die invloed van ‘n intervensie op tien graad 2- leerders se leespeil te bepaal. ‘n Gevallestudie is as navorsingsmetode gebruik. Die navorsingsgroep, bestaande uit vyf seuns en vyf dogters tussen sewe en agt jaar oud, was almal in graad 2 aan ‘n Bolandse laerskool. Die leerders het nie voldoen aan die Nasionale Assesseringstandaarde vir lees en kyk (LU3: 3.4) nie. Die navorsing het uit twee evalueringsfases en ‘n intervensieprogram bestaan. Tydens die evalueringsfases is die leespeil van die leerders voor en na die intervensie bepaal. Tydens die intervensie is waarneming gedoen en met behulp van ‘n koderingstelsel aangeteken. Die navorsingsgroep is oor ‘n periode van tien weke drie keer per week vir 30 minute aan ‘n program blootgestel. Die data-analise het ‘n verbetering getoon ten opsigte van vlotheid, spoed, akkuraatheid, analise en selfkorrigering. Die studie het dus aangetoon dat die intervensie die leespeil van die tien leerders verbeter het.

Summaries in Afrikaans and English / Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig word. Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die Ie van ongewone verbande tussen twee of meer sake of voorwerpe in. Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die hulpverleningsprogram gebruik. Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese aanspreek en meer waagmoedig begin optree. / The purpose of this study was to investigate the success of an innovative support programme aimed at assisting primary school learners with language barriers to overcome these. An overview was given of learning barriers primary school learners may experience. A learner with a language barrier will find that the other learning areas are negatively influenced because language is essential for learning. The concept of creativity, defined as the creation of something original, yet useful, was adhered to. It included the idea that creativity allows for the connecting of unrelated issues or objects. The theories of Howard Gardner, an educational psychologist at Harvard University, concerning language intelligence, supported this study. According to Gardner it is possible to improve language intelligence through creative awareness, multi-sensory techniques and appropriate learning styles. Gardner postulates that language, as in the case of other intellectual abilities, can be developed and expanded. Remedial techniques successfully used by the researcher in practice, have been presented in this support programme in a novel and innovative form. The creative support programme compiled for this thesis focused on the 1 improvement of perceptual, oral, reading and spelling skills. The need for a more informal support approach was evident in the empirical research of this study. Learners sometimes develop a "psychological block" when experiencing repeated difficulties in a specific learning area. Such learners associate these difficulties with failures and the inability to learn. In order to overcome the experience of learning dispair, the feelings of anxiety associated with the problem learning area, have to be replaced with a less rigid approach in which play encourages feelings of enjoyment and ease. When learning becomes a pleasant experience, learners start overcoming their fears and become risk takers. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Summaries in Afrikaans and English / Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig word. Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die Ie van ongewone verbande tussen twee of meer sake of voorwerpe in. Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die hulpverleningsprogram gebruik. Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese aanspreek en meer waagmoedig begin optree. / The purpose of this study was to investigate the success of an innovative support programme aimed at assisting primary school learners with language barriers to overcome these. An overview was given of learning barriers primary school learners may experience. A learner with a language barrier will find that the other learning areas are negatively influenced because language is essential for learning. The concept of creativity, defined as the creation of something original, yet useful, was adhered to. It included the idea that creativity allows for the connecting of unrelated issues or objects. The theories of Howard Gardner, an educational psychologist at Harvard University, concerning language intelligence, supported this study. According to Gardner it is possible to improve language intelligence through creative awareness, multi-sensory techniques and appropriate learning styles. Gardner postulates that language, as in the case of other intellectual abilities, can be developed and expanded. Remedial techniques successfully used by the researcher in practice, have been presented in this support programme in a novel and innovative form. The creative support programme compiled for this thesis focused on the 1 improvement of perceptual, oral, reading and spelling skills. The need for a more informal support approach was evident in the empirical research of this study. Learners sometimes develop a "psychological block" when experiencing repeated difficulties in a specific learning area. Such learners associate these difficulties with failures and the inability to learn. In order to overcome the experience of learning dispair, the feelings of anxiety associated with the problem learning area, have to be replaced with a less rigid approach in which play encourages feelings of enjoyment and ease. When learning becomes a pleasant experience, learners start overcoming their fears and become risk takers. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)