Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study was designed to investigate whether metacognitive instruction could be used to improve the reading comprehension of isiXhosa-speaking English Second Language (ESL) learners in the FET phase. The metacognitive instruction encompassed increasing the learners’ metacognitive awareness, equipping them with metacognitive reading strategies and facilitating the transfer of these strategies to content subjects such as Life Sciences and Geography. The Vygotskian sociocultural theory that accounts for the roles of social, cultural, and historical contexts in comprehending text during academic reading tasks provided an appropriate theoretical framework for conducting the research. The study was comprised of one cycle of action research, framed within a paradigm of praxis. It took place in a high school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology allowed for in-depth insight into the metacognitive habits of ESL learners through various forms of data collection. Eight participants in Grade 10, ranging between 16 and 19 years of age, took part in the study. Their reading comprehension abilities varied, as did their English proficiency. The data were presented as collected in the phases of the action research cycle and summed up in three data processes. Each data set was embedded in the chronological timeline of the study’s progress and discussed in light thereof. Three broad themes were derived from the data, using qualitative content analysis. The data revealed that metacognitive instruction can improve the English reading comprehension of isiXhosa-speaking learners. This was reflected in both the quantitative and qualitative data sets. The quantitative data were used descriptively and interpreted qualitatively, in line with the qualitative methodology. The results of the study indicated that before metacognitive instruction can be successful, language proficiency, basic linguistic skills, and mental representations are crucial. The findings showed that mind mapping and constructing mental representations of the text are two effective metacognitive reading strategies that are easily transferable across the curriculum. They also revealed the strong link between culture and reading practices amongst different population groups. Cultural understandings of concepts such as respect and authority had a profound influence on the learners’ considerations of what it means to learn, read and understand. / AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om te bepaal of metakognitiewe onderrig aangewend kan word ter verbetering van leesbegrip by Xhosasprekende leerders wat Engels Tweede Taal (ETT) in die fase verdere onderwys en opleiding (VOO) neem. Metakognitiewe onderrig het behels om die leerders se metakognitiewe bewustheid te verhoog, hulle dan met metakognitiewe leesstrategieë toe te rus, en hulle laastens daardie strategieë na inhoudsvakke soos Lewenswetenskappe en Geografie te laat oordra. Vygotsky se sosiokulturele teorie het ’n toepaslike teoretiese raamwerk gebied vir die navorsing, wat die rol van sosiale, kulturele en historiese kontekste in teksbegrip gedurende akademiese leestake in ag geneem het. Die studie het uit een siklus aksienavorsing binne ’n praktiese paradigma bestaan. Dit is in ’n hoërskool in ’n benadeelde gemeenskap in die provinsie Wes-Kaap, Suid-Afrika, onderneem. ’n Kwalitatiewe metodologie het deur middel van verskeie vorme van data-insameling diepe insig in die metakognitiewe gewoontes van ETT-leerders gebied. Altesaam agt graad 10-leerders van tussen 16 en 19 jaar, met wisselende leesbegripvermoëns én vaardigheid in Engels, het deelgeneem. Die data is aangebied soos dit in die fases van die aksienavorsingsiklus ingesamel is, en is in drie dataprosesse saamgevat. Elke datastel is op die chronologiese vorderingstydlyn van die studie geplaas en teen daardie agtergrond bespreek. Drie algemene temas is met behulp van kwalitatiewe inhoudsontleding uit die data afgelei. Die data het getoon dat metakognitiewe onderrig wél Xhosasprekende leerders se leesbegrip in Engels kan verbeter. Dít het uit sowel die kwantitatiewe as kwalitatiewe datastelle geblyk. In pas met die kwalitatiewe metodologie, is die kwantitatiewe data beskrywend aangewend en kwalitatief vertolk. Die studie het beklemtoon dat taalbedrewenheid, basiese taalvaardighede en geestesvoorstellings noodsaaklik is vir suksesvolle metakognitiewe onderrig. Die bevindinge toon dat konsepkaarte (“mind mapping”) en die konstruksie van geestesvoorstellings van die teks twee doeltreffende metakognitiewe leesstrategieë is wat maklik op die hele kurrikulum toegepas kan word. Die studie het ook ’n sterk verband tussen kultuur en leespraktyke onder verskillende groeperinge uitgewys. Die kulturele begrip van konsepte soos respek en gesag het ’n diepgaande invloed gehad op wat die leerders onder ‘leer’, ‘lees’ en ‘begryp’ verstaan het.

Thesis (MPhil )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: An increasing number of studies indicate that South African learners' literacy levels are deplorably low. According to one international study, the Progress in International Literacy Study (PIRLS), conducted in 2006, South African grade 4 learners' literacy levels are the lowest of the 40 countries that participated in the study. The results of the first Annual National Assessment (ANA), conducted in 2011, show that the average literacy performance of grade 3 learners in South Africa lies at 35%. Even though numerous reasons can be presented for these low literacy levels - amongst others, large classes, insufficient teacher training, insufficient educational practices (especially the fact that so little time is spent on reading instruction), and a lack of teaching material - the blame is often cast on the insufficient language proficiency of South African learners. South African learners often receive education in a language which is not their first language. A large number of learners only receive education in their first language for the first three years of their school career and thereafter English usually becomes the language of learning and teaching. It is, however, not only those learners who receive education in their second language who have low literacy skills. Learners who receive education in their first language also encounter problems. The aim of this study was to determine whether a reading intervention programme, designed on the basis of the most recent research on reading, could improve the reading comprehension skills of grade 8 learners in their first language Afrikaans and whether these skills could be transferred to their second language English. The study showed that there was a significant improvement in the participating learners' reading comprehension skills in their first language Afrikaans, as well as in their second language English, even though the reading intervention was only offered in Afrikaans. According to the results of this study, it seems that reading comprehension skills which are acquired in the first language can indeed be transferred to a second language. The implications of these findings for first and second language literacy development are discussed in the final chapter of the thesis. / AFRIKAANSE OPSOMMING: 'n Toenemende aantal studies dui daarop dat Suid-Afrikaanse leerders se geletterdheidsvlakke kommerwekkend laag is. Volgens een internasionale studie, die Progress in International Literacy Study (PIRLS), wat in 2006 gedoen is, is Suid-Afrikaanse graad 4-leerders se geletterdheidsvlakke die laagste van die 40 lande wat deelgeneem het. Die resultate van die eerste Annual National Assessment (ANA) wat in 2011 gedoen is, wys dat graad 3-leerders in Suid-Afrika se gemiddelde prestasie vir geletterdheid slegs 35% is. Hoewel talle redes vir hierdie lae geletterdheidsvlakke aangebied kan word - waaronder groot klasse, onvoldoende onderwyseropleiding, onvoldoende onderrigpraktyke (veral dat daar te min tyd aan leesonderrig bestee word) en 'n gebrek aan onderrigmateriaal - word die blaam dikwels geplaas op die onvoldoende taalvaardighede van Suid-Afrikaanse leerders. Suid-Afrikaanse leerders gaan dikwels skool in 'n taal wat nie hul eerste taal is nie. Talle leerders ontvang slegs vir die eerste drie jaar van hul skoolloopbaan onderrig in hul eerste taal en daarna word Engels gewoonlik die taal van leer en onderrig. Dit is egter nie net die leerders wat in hul tweede taal onderrig ontvang, wat lae geletterdheidsvlakke het nie. Leerders wat in hul eerste taal onderrig ontvang, ondervind ook probleme. Die doel van hierdie studie was om vas te stel of 'n leesintervensieprogram, wat geskoei is op die nuutste navorsing oor lees, die leesbegripsvaardighede van graad 8-leerders in hul eerste taal Afrikaans kan verbeter en of hierdie vaardighede oorgedra kan word op hul tweede taal Engels. Die studie het aangedui dat daar 'n beduidende verbetering in die leerders se leesbegripsvaardighede in hul eerste taal Afrikaans sowel as hul tweede taal Engels was, alhoewel die leesintervensie slegs in Afrikaans aangebied is. Volgens die resultate van die studie wil dit voorkom asof leesbegripsvaardighede wat in die eerste taal verwerf word, oorgedra kan word na 'n tweede taal. Die implikasies van hierdie bevindinge vir die ontwikkeling van geletterdheid in 'n eerste en tweede taal, word in die finale hoofstuk van die tesis bespreek.

Beginning with Plato's expulsion of the poets in the Republic, this dissertation ' looks at the often hostile, yet also symbiotic, relationship between·poetry and philosophy. Aristotle's 'response' to Plato is regarded as a significant origin of literary theory. Nietzsche's critique of Western philosophy as being an attempt to suppress its own metaphoricity, leads to a revaluation of truth and consequently of the privileging of philosophy over poetry. Post-structuralism sometimes overemphasizes this constitutive force of metaphoricity, at the expense of conceptual modes. However, Derrida's notion of philosophy as play retains a balance between concept and metaphor: there is no attempt to transcendentally ground philosophy, but neither is it reduced to a merely metaphorical discourse. Finally, Wittgenstein's notion of meaning as determined by use can help us distinguish pragmatically between poetry and philosophy by looking at the contexts in which they function. / Linguistics and Modern Languages / M.A. (Linguistics)

The aim of the study was to find out about the perception of grade four teachers with regard to reading competence of the learners. The ability to read is an important skill in today`s modern world where so much information is transmitted in written form. It is also important that people have reading skills whether they are in school or not. The choice of this research topic emanated from an observation from past research that, levels of reading difficulties among primary school pupils are very high and Hlanganani south circuit is not an exception. This research is relevant as most learners in grade four are not able to read especially in English. These are some of the main problem that makes high failure rate of grade four learners in ANA results, because most learners do not know how to read and it also affect all subjects that they learn in English. The problem of the study pivots around the experiences of grade four teachers with regard to reading competency skills of the learners. Results from most studies carried out on reading indicate that most pupils are not able to read according to what is expected of their grade level. It is against this background that this study sought to establish the factors that lead to reading difficulties. The research methods used are interviews and classroom observation with the focus on a sample of teachers from grade four in two schools at Hlanganani south circuit. The researcher selected these tools because they are directed by research questions. The researcher wanted to find out from the research participants how they taught, their beliefs and perceptions about teaching reading. Qualitative methods are used to generate data. Findings of the study indicate that grade four learners have reading difficulties. These include omitting, substituting and adding words as well as mispronouncing words. This is a big challenge for the teachers who teach these learners. This can be frustrating for both the learners and teachers especially where the teacher does not understand the causes of reading difficulties, how to assess those learners with reading without competence as well as how to help out. According to the findings of this study, teachers have their own perceptions about the causes of reading with competence and their own way of assessing learners with reading difficulties. Government as the state, and local levels should provide appropriate materials for teaching reading skills. Libraries should be provided for our primary schools, since the absence of libraries is a factor in the deficiency in reading skills. / Educational Leadership and Management / M. Ed. (Educational Management)

Summaries in English, Xitsonga and Afrikaans / Reading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom. / Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu. / Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word. / Linguistics and Modern Languages / Ph. D. (Languages, Linguistics and Literature)

Summaries In English, Xhosa and Afrikaans / The aim of this study was to carry out a reading comprehension intervention to empower teachers with knowledge and strategies for teaching reading, with the ultimate goal of improving the low reading comprehension of Upper Primary learners in Grade 5. The intervention was carried out for about four months, in which teachers were provided with teaching and learning resources, guidance on how to utilise the resources, and coaching on instructional practices. The intervention involved two control and two intervention schools. A modest interventionist approach was applied in which the six quality criteria for formative assessment as proposed by Nieveen (2007) were adopted to guide the study. The study was carried out in three phases. Phase 1 was concerned with the context and problem identification in which the relevance of the study, the first quality criterion, was addressed. A baseline study was conducted and the results showed that learners had low decoding and reading comprehension skills. The baseline study also revealed that teachers and principals had limited knowledge about reading and comprehension and how to teach them, and the schools were poorly resourced. Considering the low reading levels and academic performance of the learners, there was a need to improve the learners’ reading comprehension levels through teacher empowerment to enhance their literacy practices and change their attitudes. The study was underpinned by two theories of change, namely Guskey’s (1986, 2002) theory of teacher change and Fishbein’s (2000) Integrative Model of Behaviour Prediction. Phase 2 was concerned about the design, development and implementation of the intervention in which four quality criteria were addressed: the consistency, expected practicality, actual practicality, and the expected effectiveness of the intervention. Phase 3 addressed the actual effectiveness of the intervention, and the analysis of the pre- and post-intervention scores showed that the intervention schools improved significantly more than the control schools in decoding tests. The results also showed that the grade-appropriate age groups (10 and 11-yearolds) performed significantly higher than the older learners, and that girls had a slightly better performance than boys in all the assessments. The findings suggest that quality teaching and learning can happen if teachers receive ongoing support to enhance their instructional practices. / Injongo yolu phando ibe ikukuqhuba umsebenzi wokungenelela kufundo ngokuqiqa kwanokuqonda intsingiselo equlethwe kumagama abhaliweyo, ukuze kuxhotyise ootitshala ngezakhono nangeendlela emabafundise ngazo abafundi, khon’ukuze bakwazi ukufunda nokuqonda okubhaliweyo. Eyona nto lujonge kuyo olu phando, kukukhuphula izinga lesakhono sokufundwa kwamagama abhaliweyo ngabafundi bebanga lesi-5, ukuze bafunde ngomoya wengqiqo nokuqonda intsingiselo yoko bakufundayo. Olu phando lulungenelelo olwaaqhutywa isithuba esingangeenyanga ezine, apho ootitshala baanikwa izixhobo zokufundisa, kunye nemigaqo yokusetyenziswa kwazo, baza baqeqeshelwa ukumilisela imiyalelo yokwenza oko bakufundisiweyo. Olu phando lubandakanya amaqela amabini ezikolo. Elokuqala, lelezikolo ezimbini apho abafundi bebandakanywe kuphando njengokuba benjalo. Oko kuthetha ukuthi, aba bafundi abanalo ifuthe longenelelo esingalo esi sifundo. Elesibini, lelezikolo ezimbini ekwenziwe kuzo ungenelelo. Xa kwakuqhutywa olu phando, kwaasetyenziswa uhlobo longenelelo oluzothileyo (i-modest intervention approach). Kulapho kwaaphakanyiswa khona ukuba kusetyenziswe imigaqo emithandathu ekumgangatho ophezulu, apho kuqhutywa uvavanyo olusekwe phezu kweentlobo-ntlobo zeemvavanyo, ngokwengcebiso kaNieveen (2007). Olu phando lwaaqhutywa kwizigaba ezintathu. Kwisigaba soku-1, lwalujongene nokubona ingxaki kunye neemeko eyenzeka phantsi kwazo, Kulapho olu ngenelelo lufuneka khona, nalapho umgangatho ophezulu nowokuqala waathi waphicothwa ngokubanzi. Isiseko sophando saaqhutywa, zaza iziphumo zaso zabonisa okokuba izinga lesakhono sokufunda kwabafundi liphantsi ngokubhekiselele kufundo lwamagama abhaliweyo, kuba bengenaso isakhono sokuhlalutya ngokupheleleyo instingiselo yamagama abhaliweyo, nesakhono sokufunda amagama ngomoya wengqiqo. Isiseko sophando sikwadize okokuba iititshala neenqununu azinalwazi luphangaleleyo malunga nendlela ekufundwa nekuhlalutywa ngayo amagama izivakalisi kunye neentetho ezibhaliweyo. Kananjalo, isiseko sophando sikwadize okokuba iititshala neenqununu azinazo izakhono zokufundisa abafundi ukufunda nokuhlalutya okubhaliweyo ngengqiqo, kwaye izikolo ziswele izixhobo zokukhuphula izinga lokufunda okubhaliweyo ngabafundi. Ngelokuthathela ingqalelo amazinga aphantsi ngokubhekiselele kwizakhono zabafundi ekufundeni amagama abhaliweyo, nakwimpumelelo yabafundi kwizifundo zabo ngokubanzi, kwaabakho imfuneko yokokuba kuphuculwe amazinga ekufundwa ngawo ngabafundi xa befunda okubhaliweyo. Ngokolu phando, konke oku kuyakwenzeka ngokuthi kuxhotyiswe ootitshala ngezakhono zokuphucula indlela abaqhuba ngayo xa befundisa abafundi ukubhala nokufunda okubhaliweyo, ukuze kananjalo batshintshe indlela ababona ngayo. Olu phando luxhaswe ngemibono emalunga notshintsho, nekuyimibono yeengcali ezimbini, u-Guskey’s (1986, 2002) ngombono wakhe osihloko sawo sithi “Utshintsho kwititshala” ‘Teacher change’ kunye no-Fishbein’s (2000) ngombono wakhe omalunga nokuphicotha ngokubanzi indlela zokutshintsha okanye ekunokwakhiwa ngazo izimilo okanye indlela ezithile zokuziphatha (NgesiNgesi yi-“Integrative Model of Behaviour Prediction). Isigaba sesi-2 sasijongene noku kulandelayo: izicwangciso zokungenelela kwingxuba kaxaka ethe yaphawulwa kolu phando, ukusebenzisa olu phando njengelinge lokungenelela ekukhuphuleni izinga lokufunda okubhaliweyo, nasekumiliseleni olu ngenelelo kwinkqubo zokufundisa okubhaliweyo. Kwesi sigaba kuyakuphicothwa ngokwemigqaliselo emine ekudidi oluphezulu ekuyile ilandelayo: Ungenelelo lwenziwa rhoqo okanye ngamaxesha athile; kulindeleke ukuba lwenzeke kangakanani olu ngenelelo? Kanti lona eneneni lwenzeke kangakanani? Utshintsho olulindelekileyo ngenxa yolu phando olungenelele kwingxaki ekhoyo yezinga eliphantsi lokufundwa kwamagama okanye okubhaliweyo ngokubanzi. Kwisigaba sesi-3, kuphicothwe kwabekwa elubala eyona nto iye yenzeka okanye umahluko oye wabonakala ngenxa yolu ngenelelo xa abafundi befunda amagama abhaliweyo. Ukuze kubonakale oku, kuphicothwe amanqaku athathwe phambi kokuba kungenelelwe nasemva kokuba kungenelelwe. Laa manqaku aye abonakalisa okokuba kwizikolo ebekwenziwe kuzo uphando longenelelo, inqanaba lokufunda amagama abhaliweyo ngomoya wokutolika ngengqiqo, likhuphuke ngaphandle kwamathandabuzo, laba ke ngoko libhulele amasaka ezo zikolo bezingakhange zichatshazelwe lungenelelo. Iziphumo zolu phando zikwabonakalisa okokuba amaqela abafundi (abaminyaka ili-10 ne-11 leminyaka ubudala) ngokwamabanga abakuwo esikolweni ngokufanelekileyo, bababhulele amasaka abafundi abadala kunabo ngeminyaka xa kuthelekiswa amanqaku angokufunda ngengqiqo. Ngaphezu koko, amanqaku amantombazana abe bukhuphuka xa kuthelekiswa nawamakhwenkwe kuyo yonke imisebenzi yokuvavanywa kwabo. Iziphumo zophando zibonakalisa okokuba ukufundisa nokufunda okusemgangathweni kungenzeka xa iititshala zisoloko zifumana inkxaso engagungqiyo ukuze zikwazi ukukhuphula nokuphucula imisebenzi yabo yemihla ngemihla, yokufundisa abafundi. / Die doel van hierdie studie was om 'n leesbegripsintervensie uit te voer om onderwysers te bemagtig met kennis en strategieë vir leesonderrig, met die uiteindelike doel om die lae leesbegrip van Hoër Primêre leerders in graad 5 te verbeter. Die intervensie is vir ongeveer vier gedoen maande, waarin onderwysers onderrig- en leerhulpbronne, leiding oor hoe om die hulpbronne te benut, en afrigting oor onderrigpraktyke voorsien is. Die intervensie het twee beheer- en twee intervensieskole behels. 'N Beskeie intervensionistiese benadering is toegepas waarin die ses kwaliteitskriteria vir formatiewe assessering, soos voorgestel deur Nieveen (2007), gebruik word om die studie te lei. Die studie is in drie fases uitgevoer. Fase 1 het gehandel oor die konteks en probleemidentifisering waarin die relevansie van die studie, die eerste kwaliteitskriterium, aangespreek is. 'N Basisstudie is uitgevoer en die resultate het getoon dat leerders oor lae vaardighede beskik oor dekodering en leesbegrip. Die basisstudie het ook aan die lig gebring dat onderwysers en skoolhoofde beperkte kennis gehad het oor lees en begrip en hoe om dit te onderrig, en dat die skole nie genoeg hulpbronne gehad het nie. Met inagneming van die lae leesvlakke en akademiese prestasie van die leerders, was dit nodig om die leerders se leesbegripsvlakke te verbeter deur bemagtiging van onderwysers om hul geletterdheidspraktyke te verbeter en hul houding te verander. Die studie is ondersteun deur twee teorieë oor verandering, naamlik Guskey (1986, 2002) se teorie oor onderwyserverandering en Fishbein (2000) se integrerende model van gedragsvoorspelling. Fase 2 was besorg oor die ontwerp, ontwikkeling en implementering van die intervensie waarin vier kwaliteitskriteria aangespreek is: die konsekwentheid, verwagte praktiese, werklike praktiese en die verwagte effektiwiteit van die intervensie. Fase 3 het die werklike effektiwiteit van die intervensie behandel, en die ontleding van die voor- en na-intervensie-tellings het getoon dat die intervensie-skole aansienlik meer verbeter het as die beheerskole in dekoderingstoetse. Die resultate het ook getoon dat die graadtoepaslike ouderdomsgroepe (10 en 11-jariges) beduidend hoër presteer as die ouer leerders, en dat meisies in al die assesserings effens beter presteer as seuns. Die bevindinge dui daarop dat gehalte-onderrig en -leer kan gebeur as onderwysers deurlopend ondersteuning kry om hul onderrigpraktyke te verbeter. / Linguistics and Modern Languages