D.Ed. / The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners in South African schools. Addressing this barrier is the responsibility of the whole-school with the support of the Department of Education. In particular, school based support teams (SBST) are tasked with the support of learners who experience reading barriers in an inclusive mainstream school. This thesis concerns the implementation of a whole-school intervention at a primary school in a disadvantaged community in Gauteng, South Africa, where ESL learners experience severe barriers to reading acquisition. The aim was to provide support to the whole-school to address reading barriers in an inclusive environment. Objectives were to identify the elements of whole-school reading; to develop and implement an integrated whole-school reading intervention; to train educators to address learners’ reading barriers; and to provide guidelines to the Inclusion and Special Schools Unit (provincial level), District Based Support Team (DBST) and the school, to address reading barriers in future. A literature study reviewed themes regarding inclusion, support structures and whole-school development. Literature dealing with essential elements of whole-school reading, approaches and strategies provided a theoretical framework for the implementation of whole-school reading. A qualitative study within an interpretive paradigm using practitioner action research was conducted. The research site was a primary school in a disadvantaged area in Gauteng, which had referred ESL learners to the local Inclusion and Special Schools Unit for support. Action research was selected because of its fundamental principle of participant empowerment through participation, collaboration, acquisition of knowledge and social change. Data was gathered from staff and learners and analysed during the phases of the action research process. Data collection included learner and educator questionnaires, discussions, observations, field notes, pre- and post baseline scholastic assessment, focus group interviews and the researcher’s reflections. Findings indicated that SBST’s need support in order to address reading barriers. ESL learners do not receive sufficient exposure to English to develop reading skills. Intermediate phase educators have not been trained to teach learners to read and improve their reading skills. Whole-school reading intervention was thus valuable in providing training and support structures for the school to address reading difficulties.

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".

M.Ed. / Reading forms the basis of the literacy of an individual and also plays a significant part in his everyday activities. This fact forms the basis for this study. The child with a reading problem, will find it very difficult to realize his full potential. There is therefore need for concern that so many children develop reading problems during the transitional-period between the junior primary and senior primary phase in school. A large percentage of pupils in this transitional phase show significant signs of poor or insufficient rhythm which further accentuates the reading problem. As reading plays such an important part in the daily functioning of mankind, it is the absolute inalienable right of every child that a great diversity of means should be sought to rectify (or improve) this problem. To get to grips with this issue (or problem) a psychological and didactical study of literature on rhythm and reading has been followed. These phenomena were described against the background of the human environment to try and ascertain the relation between rhythm- and reading problems. In the light of the above mentioned literature study it was decided that empirical research of the problem was necessary. The aim was to ascertain whether a self-designed programme of rhythmical exercises by the writer could bring about a noticeable improvement in the reading level (word recognition, speed, reading of prose) of std. 2-pupils. In the event of such an improvement a further objective was to make specific recommendations for the incorporation of such a programme in the class-situation. An at random selection was made of 42 std. 2-pupils from 8 Afrikaans speaking schools. A reading test of three different sections, namely a formal graded reading test, a test to ascertain reading speed and an informal test for prose reading were used. Teachers were asked to identify pupils with reading problems. Further information was gleaned from the cumulative record cards of such pupils.

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Literature-based reading instruction -- Writing centers -- Library corners.

Whole language approach--YRE.

Whole language method.

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