For several years specialists in reading have debated on how pupils should learn to read. The debate has focused on two methods of teaching reading, that is, the phonic method and the whole language method. Some researchers have identified five elements of reading instruction that are critical to achievement in reading, namely; that reading instruction should include phonics, phonemic awareness, reading fluency, vocabulary and comprehension. These are the components that make up what is termed a balanced literacy approach. Although there is some debate on what constitutes the balanced literacy approach, this study adopted the understanding of the approach described above. The study investigated whether the use of the balanced literacy approach could improve standard four pupils’ achievement in reading and writing in English. The targeted population consisted of twelve schools located in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the experimental group were trained twice on balanced literacy approaches, first before the intervention and midway of the intervention. Observational measures revealed that teachers generally implemented the treatment. The post intervention data indicated that pupils responded very well to the activities that were presented to them. The reading and writing achievement of pupils that were present for the post-test increased more than those of the control group. The results obtained suggest that the balanced literacy approach improved the reading and writing achievement of standard four pupils in the experimental group. / English Studies / D. Litt. et Phil. (English)

The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech. THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology. The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature. The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills. This study opens the gateway to further enquiry on enhancing deaf literacy levels. / Inclusive Education / M. Ed. (Inclusive Education)

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school Spelling is crucial for literacy development in children and therefore needs to be taught effectively during the primary grades. A plethora of studies on spelling instruction have been carried out to shed light on the importance of applying scientifically based methods. This study investigated the implementation of the Sound Reading System (SRS) for teaching spelling in Grades 1, 2 and 3 in Namibia – a country where English is mostly acquired as a taught subject. A qualitative design was used to examine the application of the SRS in whole-class instruction in the Erongo region of Namibia. Using observations, interviews and document analysis, data was obtained from one school where the SRS was used to teach spelling. Three teachers were observed and subsequently interviewed on the teaching of English spelling. The findings revealed that, after using the SRS, teachers felt their own alphabetic knowledge had improved and their approach to teaching spelling had changed, leading to an awareness of what meaningful spelling activities entail. They felt that the methodology had provided a systematic approach to their teaching. The teachers were convinced that there is a link between spelling and reading and the methodology provided an opportunity to teach these skills simultaneously. In terms of the SRS, an integrated approach is applied whereby the target sound becomes the focal point of language development to provide an opportunity for skill transfer. However, the teachers found it challenging to slot in all the activities in a timetable that does not cater specifically for spelling. Another challenge perceived by the teachers was the effective teaching of sight words. This study recommends teamwork between teachers and parents to ensure that all SRS activities are completed successfully at home. Furthermore, it emphasises the importance of applying scientific methods in classroom practice. It further suggests that teaching the full range of spellings in the SRS be continued in Grades 4 and 5 to reinforce a deeper understanding of English orthography. Lastly, it is suggested that higher institutions link teacher training to curricular outcomes. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

For several years specialists in reading have debated on how pupils should learn to read. The debate has focused on two methods of teaching reading, that is, the phonic method and the whole language method. Some researchers have identified five elements of reading instruction that are critical to achievement in reading, namely; that reading instruction should include phonics, phonemic awareness, reading fluency, vocabulary and comprehension. These are the components that make up what is termed a balanced literacy approach. Although there is some debate on what constitutes the balanced literacy approach, this study adopted the understanding of the approach described above. The study investigated whether the use of the balanced literacy approach could improve standard four pupils’ achievement in reading and writing in English. The targeted population consisted of twelve schools located in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the experimental group were trained twice on balanced literacy approaches, first before the intervention and midway of the intervention. Observational measures revealed that teachers generally implemented the treatment. The post intervention data indicated that pupils responded very well to the activities that were presented to them. The reading and writing achievement of pupils that were present for the post-test increased more than those of the control group. The results obtained suggest that the balanced literacy approach improved the reading and writing achievement of standard four pupils in the experimental group. / English Studies / D. Litt. et Phil. (English)

The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech. THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology. The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature. The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills. This study opens the gateway to further enquiry on enhancing deaf literacy levels. / Inclusive Education / M. Ed. (Inclusive Education)

Syftet med detta examensarbete är att undersöka hur lärare med erfarenhet av Wittingmetoden beskriver sitt arbete med den samt om det på vetenskaplig grund går att argumentera för användning av metoden. Frågeställningarna är, om och varför lärare med erfarenhet av Wittingmetoden anser den vara lämplig för undervisning i läs- och skrivinlärning i årskurs 1–3 samt om det barn som redan kan läsa med ett visst flyt och förståelse i början av årskurs 1 också har nytta av metoden och i så fall hur. Frågeställningarna har uppstått när uppsatsförfattaren har ifrågasatt beskrivningar av metoden i kurslitteratur under lärarutbildningen. Beskrivningarna hävdar bland annat att metoden är så pass grundlig att den inte är relevant för undervisning av dagens elever då många av dem redan har en del förkunskaper. Underlag till studien utgörs dels av intervjuer med 10 lärare med utbildning i samt längre eller kortare erfarenhet av Wittingmetoden, dels av litteratur om Wittingmetoden, skriven av dess upphovskvinna Maja Witting samt tidigare forskning inom läs- och skrivinlärningsområdet kopplat till vissa karakteristiska delar av Wittingmetoden. Resultatet visar att Wittingmetoden ofta är inkorrekt beskriven samt att den förhåller sig mycket väl till vad den senaste forskningen menar är god och avgörande läs- och skrivundervisning i alfabetiska skriftspråk, nämligen ett arbetssätt med utgångpunkt i fonologisk medvetenhet och sammanljudning av fonem och grafem. Till detta ska sedan läggas olika arbetssätt för att skapa förutsättningar för god läsförståelse såsom utökat ordförråd, lärares högläsning, läsförståelsestrategier och allmänbildning. Sådan undervisning kan också, visar forskning, vara till nytta för den tidiga läsaren, särskilt det som gäller läsförståelse. Informanterna menar att Wittingmetoden är högst relevant och lämplig för läs- och skrivinlärning, liksom för ytterligare utveckling, för alla elever men att det finns lärare som den passar sämre för.

傳統上認為以中文為母語的孩童並不具有「音位覺識能力」(phonemic awareness)，本研究以實驗方式直接測量以中文為母語孩童的「音位覺識能力」，同時探討孩童「音位覺識能力」及「聲母—韻母覺識能力」(onset-rime awareness) 在英文拼字與讀字上所扮演的角色。在本研究中，一百九十二位國小四年級的孩童參與二項「母語音韻覺識測驗」，包括「聲母/韻母異音測驗」(onset/rime oddity test) 和「韻腹/韻尾異音測驗」(nucleus/coda oddity test)。根據上述二項測驗的成績，將孩童分為三組：第一組孩童(共29人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆佳；第二組孩童(共29人)，其「聲母—韻母覺識能力」佳，但「音位覺識能力」差；第三組孩童(共26人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆差。我們接著利用「拼英文假字測驗」和「讀英文假字測驗」來測量三組孩童的英文拼字與讀字的能力，在施測之前，孩童們有八次的機會學會「拼字」與「讀字」兩項測驗所需具備的「字音對應規則」。結果顯示，雖然孩童的「音位覺識能力」在程度上有所不同，但以中文為母語的孩童已具備「音位覺識能力」。此外，在考慮了孩童們「記憶廣度」(digit span)與「英文聽話字彙」 (English receptive vocabulary)的差異後，「聲母—韻母覺識能力」和「音位覺識能力」皆佳的孩童，在拼字的表現上優於「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童來，接著「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童的拼字表現優於「聲母—韻母覺識能力」和「音位覺識能力」皆差的孩童。最後，「音位覺識能力」佳的的孩童，在讀字的表現上優於「音位覺識能力」差的的孩童，此外，並無證據顯示「聲母—韻母覺識能力」在孩童的讀字能力上扮演著重要的角色。整體而言，本研究的結果支持其他研究的看法，這些研究認為以中文為母語的孩童在母語習得過程中所發展出來的「音韻覺識能力」對於其英文拼字與讀字的能力上有著一定的貢獻，此外，本研究更進一步顯示，這種貢獻會隨著「音韻覺識」程度的不同而有所改變。 / It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.

Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual words. This study brings together a synthesis of current research on early language acquisition, language structure, vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby providing a theoretical framework for a comparative study of limited English proficient learners (LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary deficits and age appropriate decoding skills. A quantitative and qualitative study examines the statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and comprehension when a learner born of foreign parents acquires first time literacy in a language other than the language spoken at home. The study isolates and specifies an at risk educational minority through the identification of a hidden comprehension deficit (HCD). In summarising the main findings from the literature review and the empirical investigation, an “at risk educational minority” was identified and isolated through the identification of the HCD. The envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)