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The study is concerned with learning disabled children. A literature survey which deals with the definitions, causes and manifestations of learning disabilities was conducted. An aid programme, focussing specifically on the auditory modality, was developed. Through a careful study of relevant literature it is clear that although a learning disabled child possesses adequate or even above-average intellectual capabilities, deficiencies such as abnormal behaviour and inadequacies in learning which may be ascribed to malfunctions in the central nervous system, are manifested. The causes of learning disorders could be of an external or inherent nature and behavioural manifestations such as motor- or perceptual deficiencies, hyperactivity and inadequate academic performance frequently occur. The importance of the auditory perceptual skills in the acquisition of reading and spelling performances is emphasized. Research on auditory deficiencies and their subsequent detrimental effect on reading and spelling performance, indicate a significant relationship between these deficits and the impairment of analysis, synthesis, storing and recalling of auditory information. This survey was conducted in order to devise an auditory aid programme by means of which deficits in auditory perception could be overcome or improved and to decide whether the improvement of auditory deficits would contribute positively towards the reading and spelling results of the learning disabled child. From the literature a variety of exercises for the improvement of the various auditory perceptual skills were assembled. An integrated reading and spelling programme to stimulate the development of-auditory skills was subsequently devised and applied by means of the experimental method This aid programme was applied with great success in six cases who had previously been identified as learning disabled candidates. It resulted in a remarkable improvement in auditory skills of all six participants. All of them performed according to their mental age standard. Basic reading and spelling abilities improved accordingly. Those participants who best overcame their auditory perceptual deficiencies also gave the best performance in reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984

The study is concerned with learning disabled children. A literature survey which deals with the definitions, causes and manifestations of learning disabilities was conducted. An aid programme, focussing specifically on the auditory modality, was developed. Through a careful study of relevant literature it is clear that although a learning disabled child possesses adequate or even above-average intellectual capabilities, deficiencies such as abnormal behaviour and inadequacies in learning which may be ascribed to malfunctions in the central nervous system, are manifested. The causes of learning disorders could be of an external or inherent nature and behavioural manifestations such as motor- or perceptual deficiencies, hyperactivity and inadequate academic performance frequently occur. The importance of the auditory perceptual skills in the acquisition of reading and spelling performances is emphasized. Research on auditory deficiencies and their subsequent detrimental effect on reading and spelling performance, indicate a significant relationship between these deficits and the impairment of analysis, synthesis, storing and recalling of auditory information. This survey was conducted in order to devise an auditory aid programme by means of which deficits in auditory perception could be overcome or improved and to decide whether the improvement of auditory deficits would contribute positively towards the reading and spelling results of the learning disabled child. From the literature a variety of exercises for the improvement of the various auditory perceptual skills were assembled. An integrated reading and spelling programme to stimulate the development of-auditory skills was subsequently devised and applied by means of the experimental method This aid programme was applied with great success in six cases who had previously been identified as learning disabled candidates. It resulted in a remarkable improvement in auditory skills of all six participants. All of them performed according to their mental age standard. Basic reading and spelling abilities improved accordingly. Those participants who best overcame their auditory perceptual deficiencies also gave the best performance in reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984

The major purpose of this descriptive study was to identify the reasoning strategies used by seventh- and eighth grade severely disabled remedial reading students when attempting to comprehend expository and narrative prose. Additional research questions dealt with the most frequently used strategies; correct responses to questions through the use of strategies; strategies used when responding to narrative and expository prose; strategies used when answering literal and inferential questions; and the strategies used by individual students.

D.Ed. / The purpose of this study was to devise a reading strategy programme to support ex aid class pupils presently placed in standard four who are beginning to manifest reading problems. To attain this goal an in-depth study of learning in general was undertaken. The ultimate goal of emediation is to lead the child to self-regulated learning. The literature study revealed that learning-disabled pupils also experience cognitive, affective and social problems which, in turn, influence their learning activities. These problems inhibit their ability to become self­ regulated learners. Reading is a complex activity and reading problems are the most common learning problem manifested by learning-disabled pupils. The inability to read-to-learn is the cause of their poor academic progress. The study focused on the presentation of reading strategies, as part of learning strategies, to improve reading comprehension. The researcher made use of a metacognitive approach and by so doing, attempted to lead the pupils to problem solving reading behaviour. A needs-analysis of ex aid class pupils with reading problems in Johannesburg confirmed this negative tendency. The pupils' language background, general knowledge and reading ability varied. The researcher thus decided to undertake a qualitative research project in the form of a case study. This decision was supported by the literature study concerning remediation of learning-disabled pupils.For the above reasons it was decided to observe the reading behaviour of the pupils as well as the development of the intensive programme in a small group situation. By so doing, the data would clearly reveal the reading behaviour as well as the development of the programme.

M.Ed. / The aim of this research is to develop guidelines for teachers with regard to parental involvement in order to facilitate the development of reading competence in children in the junior primary phase. In order to achieve this, the following sub-aims are formulated: To explore and describe the viewpoints of parents and teachers with regard to the causes of reading problems in the junior primary phase; To determine in what way teachers and parents of children in the junior primary phase perceive their role in the development and improvement of reading.

This thesis is a narrative account of how I have transformed my learning and teaching strategies for Grade 9 learners, generating my own living theory of teaching within a social context with the aim of enabling my learners to construct their own knowledge. My value-embedded practice is reflected in the values I attach to equality, inclusivity, social justice and basic human rights. These embodied values are also a reflection of my commitment to my Christian values which encompass my entire existence and have become the living standards by which I judge the quality of my research. My classroom-based action research methodology is a living transformational process which heralds a change for a more just practice and the inclusion and recognition of the individual. My findings about my learners’ and my own learning offer new conceptualisations about the capacity of my learners to learn in their own unique ways and according to their own potential. I am claiming that the significance of my research is grounded in my ability to demonstrate how I can unleash the untapped potential of learners failing to attain the desired outcomes. I show them how to learn confidently and successfully within a social context using prior knowledge, scaffolding and motivation as teaching and learning tools. This has potential inspiration for new forms of practice and theory in aiming to improve learners’ potential. A significant feature of my account is how my Christian values have been translated into my critical epistemological standards of judgement, and the development of a living theory of practice that enables me to account for educational influences in my learners’ and my own learning.

This study determined the instructional approaches and teaching techniques and materials reading specialists perceived to be the most effective for the seventh and eighth grade remedial reading courses mandated by Texas House Bill 246. It also determined the most effective inservice procedures for training teachers assigned to teach these courses. Fifty-four Texas reading specialists, representing school districts, service centers, and colleges and universities, participated as panelists in the Delphi, completing three rounds of questionnaires. Perceived recommendations were rated by panelists according to levels of effectiveness.

Please read the abstract in the section 00front of this document / Thesis (PhD)--University of Pretoria, 2005. / Humanities Education / Unrestricted

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.