During the process of this research, the main objective was to explore the approaches that the teachers use to teach reading in English First Additional Language (FAL) in senior phase at General Education and Training (GET). This was due to the observed weak performance of learners in reading, especially in GET phases. To achieve this, 20 participants tha t consisted of 4 English FAL teachers and 16 learners of grades 8 and 9 were selected. The research focused on teacher perceptions and implementation of language teaching approaches. Learners were involved in the research in order to see whether the used approaches give learners a balanced experience of intensive and extensive programmes. The study found that there were a number of factors that contributed to the learners’ weak performance in reading. These included, among others, lack of balance between intensive and extensive reading programmes, with intensive reading getting more attention than extensive reading; lack of reading material in schools, especially for further exposure, pleasure and amusement; little or no exposure of learners to wider reading; inadequate teacher pre-service and inservice reading programmes; teachers’ misconception of extensive reading; learners’ home environment that does not encourage reading; lack of parental support and community involvement. These all affected negatively the learners’ v development of reading skills. The study made some recommendations for the improvement of teacher education programmes and reading resources in schools and communities. schools.

This study sought to explore strategies used to elicit a reading culture among secondary schools learners. The importance of reading cannot be over emphasised as it is used as an index to how well an education system is, in the delivering of its mandate of creating a reading nation. In view of this, the South African government has developed a range of legislation and policies that shape reading and literacy in the country. Theoretically, the study is built around the socio-cultural theory which is conceptualised by different reading models. Methodologically, it is premised within the interpretive paradigm based on a case study design. In view of this, the study made use of the Qualitative research method with the principal tools for data collection being; interviews, focus group discussion and, observation. The main findings of the study revealed that using English as the medium of instruction in South Africa is not such a good idea. In this regards, teachers need some form of training to cope with the use of English (a first additional language to both teachers and learners) is a problem in itself. The study recommends that the government needs a) to provide funding to ascertain that resources needed to facilitate reading are available, b) the government should also play the role of monitoring and evaluation to make sure that the policies are kept in place and, c) There is need for in-service training for teachers to make sure that they are living up to expectation. There would be tremendous growth in socio-economic terms with a love for reading being fostered among all members of the school and community.

M.Ed.

M.Ed. / The language policy of South Africa recognises 11 official languages, all of which have been given equal status, but many of these languages are hardly being promoted in schools and public life. It is clear that the status of Afrikaans, for one, is gradually dwindling. The reading of literature is an important factor in sustaining and promoting the vitality of a language. The aim of this study is to find out what the reading preference of Black adolescents in the rural area of Majemantsho in Mafikeng in the North West Province is. For this aim to be achieved, an interpretative design was applied and the qualitative data collection method used, which includes interviews. The major finding of this investigation is that these teenagers like to read literature, but with the proviso that the texts have to do with what is currently happening in their lives and can help them to solve their life problems. They also prefer to read about characters that are role models, for example, heroes, celebrities, public figures and characters of their own age group. The main implications of these findings are: There is a need for teenagers to be given a chance to choose literary texts. There is a need for some form of communication between the Department of Education, writers, publishers, educators, librarians, teenagers, and all other stakeholders involved in the choice of adolescent literary texts. Teachers of literature should also improve their methods of teaching literature. Afrikaans literature lessons like those in other languages should be kept stimulating and relevant to their target group

This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.

M.Ed. (Educational Linguistics) / This study focuses on the reading proficiency in English of black students who are attending an academic support school. From observations made on the difficulties experienced by many students in successfully completing reading tasks in the classroom., it appeared that many of these students were not proficient readers. As reading is a multi-dimensional research phenomenon, various dimensions of reading, which include bottom-up proficiency, top-down proficiency, metacognition, and affective and socio-cultural factors, have been investigated. While reading proficiency is the focus of the study, the relationship between reading and language proficiency as well as the influence of the sociocultural and educational background of the student on his reading have also been investigated. The research design for investigating the problem included a review of literature on the various reading models and on reading pedagogy, as well as on the relationship between language proficiency and reading proficiency. Literature on the influence of a disadvantaged sociocultural and educational background on reading proficiency was also reviewed. From these readings it was evident that reading is a complex process, the nature of which is still being investigated by reading theorists. Furthermore, the literature reviewed seemed to indicate that there is a relationship between language proficiency and reading proficiency, as well as a relationship between the sociocultural and educational background of the student and reading proficiency. The literature review was followed by a micro-genetic investigation of the research problem by a full participant researcher. Data were collected from nine students and processed. The findings indicate that most of the students are not proficient readers even though their bottom-up proficiency is adequate. Furthermore, it was found that a relationship between language proficiency and between sociocultural status and educational disadvantage and reading proficiency, does appear to exist. To conclude the investigation, suggestions for teacher training in reading pedagogy and for the teaching of reading in secondary schools to English Second Language readers were made. Finally, a model for reading pedagogy, which includes various aspects of the reading process, was devised.

Thesis (Ph.D. (Education)) -- University of Limpopo, 2022 / This study explored the reading strategies employed by Grade 12 learners in Modjadji Circuit, Limpopo Province: Towards developing an intervention reading strategies in English First Additional Language. The research was undertaken in one public secondary school. The researcher focused on Grade 12 learners of the mentioned circuit. The study followed the qualitative approach, and a case study research design was selected. Interviews were conducted with 12 learners and three teachers who were purposively selected from one public school. Document analysis and observations were also used to collect data. The findings of the study showed that learners and educators employ reading strategies during the reading of English text. Learners employ the reading strategies to enhance their reading ability and to improve their reading skills. The following different reading strategies were found to be used, namely, activating background knowledge, main ideas, summarising, visualising, predicting, inferencing, questioning, monitoring-clarifying extensive strategy, intensive strategy, pre-reading, during- reading, post-reading, and peer-assisted strategy. It was also found that most learners experience problem of decoding English words correctly and that teachers always assist them to decode them well during reading. It was found that documents such as subject policy, school policy and school-time-table do not provide guidance on how to teach reading. The documents do not also guide teachers on how to implement reading strategies. The study recommends that the school time-table should consider including reading periods on the time table. All the mentioned policies above should provide guidance on how to implement reading strategies. The Department Of Education should encourage all schools to participate in a “Drop All and Read” competition. The study recommend that teachers employ different reading strategies to teach reading. Learners must also employ various reading strategies to improve their reading skills and to enhance their reading ability.

In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. / Educational Studies / M. Ed. (Orthopedagogics)

In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. / Educational Studies / M. Ed. (Orthopedagogics)

The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.