The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the normal reading process. In the discussion of the reading process it is pointed out that the ability to read influences the total personality of the child as well as his contact with the environment. Reading is described as a psychoneurological activity which involves the integration of several complex organical and psychological processes. A study of the literature on the nature of dyslexia revealed that the reading disability is usually accompanied by other somatic and psychological symptoms. Several theories on the etiology of reading disabilities are discussed and it seems that there is as yet no general agreement about the causal factors. Traditional theories in which either organical, educational or psychological causes are overemphasized do not seem acceptable. As reading involves the whole personality, disturbances on the organical or psychological levels of the personality, or the complex interaction of several of the factors can probably lead to dyslexia. An analysis of remedial reading methods showed that the immediate aim of most of the traditional techniques was the correction of the reading disability itself. In recent years a growing number of reading specialists endeavoured to include the remediation of basic neurological and psychological factors in their programme. The use of the Aurelle apparatus for the correction of language disturbances enables the therapist to reach the child on the level of neurological organization, by correcting certain hearing functions and verbal expression. At the same time the necessary didactic and psychotherapeutic help can be given, which makes the rehabilitation of the total personality of the child possible. It was decided to initiate research which would eventually help to make Aurelle therapy possible for Afrikaans speaking dyslectic pupils. The specific experimental aim of this study was to discover common reading errors made by dyslectic pupils in two different age groups (7 ½ - 9 years 11 months, 10 – 12 ½ years) and to determine whether the errors of the two groups differ qualitatively. Both experimental groups, consisting respectively of 30 and 32 pupils, were selected on the basis of teachers' evaluation, examination results, number of reading errors and I.Q. A standardized reading test, the Individuele diagnostiese toetse in Afrikaans: lees en taal, was used as basis for the analyses of reading mistakes. A remarkable similarity was found between the two groups with regard to the categories in which most mistakes occurred. Some categories nevertheless differentiated on a significant level between the groups, possibly because of the relatively better sensory discrimination of the older group and this group's greater effort to grasp the meaning of the reading material. The analyses of reading errors in broad categories can be used together with the frequency analyses of mistakes made with specific words and phonemes to build up a programmed model for remedial teaching in reading. Such a model is essential where the Aurelle is included in the audio-visual programme, but it can also be of value for any of the other forms of reading therapy. / Thesis (MA)--PU vir CHO

The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the normal reading process. In the discussion of the reading process it is pointed out that the ability to read influences the total personality of the child as well as his contact with the environment. Reading is described as a psychoneurological activity which involves the integration of several complex organical and psychological processes. A study of the literature on the nature of dyslexia revealed that the reading disability is usually accompanied by other somatic and psychological symptoms. Several theories on the etiology of reading disabilities are discussed and it seems that there is as yet no general agreement about the causal factors. Traditional theories in which either organical, educational or psychological causes are overemphasized do not seem acceptable. As reading involves the whole personality, disturbances on the organical or psychological levels of the personality, or the complex interaction of several of the factors can probably lead to dyslexia. An analysis of remedial reading methods showed that the immediate aim of most of the traditional techniques was the correction of the reading disability itself. In recent years a growing number of reading specialists endeavoured to include the remediation of basic neurological and psychological factors in their programme. The use of the Aurelle apparatus for the correction of language disturbances enables the therapist to reach the child on the level of neurological organization, by correcting certain hearing functions and verbal expression. At the same time the necessary didactic and psychotherapeutic help can be given, which makes the rehabilitation of the total personality of the child possible. It was decided to initiate research which would eventually help to make Aurelle therapy possible for Afrikaans speaking dyslectic pupils. The specific experimental aim of this study was to discover common reading errors made by dyslectic pupils in two different age groups (7 ½ - 9 years 11 months, 10 – 12 ½ years) and to determine whether the errors of the two groups differ qualitatively. Both experimental groups, consisting respectively of 30 and 32 pupils, were selected on the basis of teachers' evaluation, examination results, number of reading errors and I.Q. A standardized reading test, the Individuele diagnostiese toetse in Afrikaans: lees en taal, was used as basis for the analyses of reading mistakes. A remarkable similarity was found between the two groups with regard to the categories in which most mistakes occurred. Some categories nevertheless differentiated on a significant level between the groups, possibly because of the relatively better sensory discrimination of the older group and this group's greater effort to grasp the meaning of the reading material. The analyses of reading errors in broad categories can be used together with the frequency analyses of mistakes made with specific words and phonemes to build up a programmed model for remedial teaching in reading. Such a model is essential where the Aurelle is included in the audio-visual programme, but it can also be of value for any of the other forms of reading therapy. / Thesis (MA)--PU vir CHO

INTRODUCTION - The inability to read well is an indication of discord in a child's life. This discord may result from a variety of problems such as physiological, physical, educational, environmental and others. It may be due to interaction between some or all of these factors. All reading retarded children develop a certain imbalance in their lives. From a study of the literature it appears clear that, in spite of remedial education in reading skills, weak readers remain weak readers. PURPOSE OF THE STUDY - In establishing the purpose of this study one took the point of view that education is a positive conscious process deliberately undertaken to bring about a change in a reading retarded pupil. THE AIM OF THE STUDY IS AS FOLLOWS - 1) According to the literature personality may be viewed as an individual's most remarkable form of adjustment. The development of personality is an individual process in which the social environment influences people in different ways. As a child's social environment expands during his various stages of development so a continuous interaction takes place between the developing child and his expanding environment such that certain motivational forces are strengthened while others are weakened. New standards are set and the child is confronted with new problems and challenges. If the child has been suitably prepared to tackle and master the problems then his self-concept becomes clearer and stronger, but where the demands are too great for the child to cope with them one may encounter the development of psychological and psychosomatic problems which may in turn lead to serious reading problems. The aim of this study is to establish the relationship between personality and reading retardation by means of evaluation and interview. 2. It appears from the literature that parents exercise great influence on the developing personality of the retarded children. It seems apparent that a good upbringing is a prerequisite of good reading skills. All children, reading retarded included, strive for the following basic needs: a) the preservation of physical health; b) the need for personal recognition and to be seen as a person of value and importance; c) the need for security, love, affection, comfort and safety. The reading retarded pupil has a strong drive for the fulfilment of these needs. Should there be any disturbing factors in the family the pupil may develop certain problems which in turn may influence his emotional status. This may lead to reading problems or aggravate existing reading problems. This study has as its basis the hypothesis that the quality of the parent child relationship is the chief cause of reading retardation in pupils. This study will attempt to show empirically the connection between parent child relationships and reading retardation, as well as establishing a healthy parent child relationship through counselling of parents of reading retarded children, without these children themselves receiving counselling. According to the literature the majority of pupils with reading problems experience serious emotional problems which may be viewed as the primary cause or secondary result of reading retardation. Emotional problems may be seen as the causal factor in auditory discrimination, intelligence problems such as subtest scatter, poor hand eye coordination, hyperactivity, laterality and directional- problems, figure ground perceptual problems, personality problems and a poor self-concept which may affect the reading skills in various ways. The purpose of the study is to reduce emotional problems in reading retarded pupils using only individual counselling of their parents. 4. The self-concept of a pupil includes three aspects i.e.: self-image ; the ideal self and self (…….part missing……) the commencement of the study. The second took place a year after the first evaluation and during this period remedial teaching was given to groups B and C while the parents of groups A and B received counselling. The third evaluation took place nine months after the second evaluation and during this period none of the groups had received any remedial help. With the exception of the intelligence tests applied at the commencement of the study, the following tests and questionnaires were applied to all of the pupils: i) the New South African Individual Scale; ii) the "Burt rearranged word recognition test"; iii) the "Children 1 s personality questionnaire"; iv) “The Hutt adaptation of the Bender-Gestalt test"; v) the "Draw a family" projective technique; vi) the "Bristol social adjustment guides. The child in the school"; vii) the "Bristol social adjustment guides. The child in the family". The following educational diagnoses were made after evaluation of the results of each of the evaluations and were then compared with one another: i) intelligence analysis; ii) reading age; iii) reading expectancy age; iv) reading expectancy quotient; v) chronological age; vi) reading quotient; vii) analysis of the tests and questionnaires; viii) analysts of the scholastic progress. ORTHOPEDAGOGIC AND ORTHODIDACTIC ASSISTANCE - The three groups received the following assistance: Group A: The parents of group A were given individual counselling for a period of one year using the eclectic approach while the pupils were given no assistance at all. Group B: The parents of group B were given individual counselling for one year while at the same time the pupils were afforded individual remedial reading assistance. Group C: The parents of this group were given no guidance but the pupils did receive remedial assistance in reading for a period of one year. Results: The reading ability of the children in group' A (counselling group) showed greater improvement than that of the children in group C. This group (group C) having received only remedial assistance. The long-term reading improvement was also better in group A than it was in group C. These results may be accepted as being statistically 99% reliable. According to these results individual counselling to parents of reading retarded children is a better remedial approach than remedial teaching given to the pupils themselves. Individual counselling to parents coupled with remedial teaching to pupils is a better method than remedial teaching being used on its own. It thus appears that too much reliance is placed on remedial teaching as a method of overcoming reading retardation, According to this study it appears that a large number of reading retardation cases are due to emotional problems originating in the home environment. A further assumption may be that many of the processes involved in reading skills are consciously or unconsciously blocked as a result of these emotional problems. In reality the pupil "refuses" to read presumably because he wishes to draw his parents' attention to himself. He thus uses the wrong tactics to attract this attention causing still more emotional disturbance and himself experiencing further emotional problems. The pupils in the counselling group changed from a schizothymic personality to a cyclothymic personality while the pupils receiving remedial teaching remain schizothymic personalities. The children of the counselling group developed a better abstracting ability than those who only received remedial teaching. The counselling groups (groups A and B) became more adult emotionally than those in the remedial group (group C). This can presumably be ascribed to the changed attitude of the father. As a result of counselling the parents were able to bring about a change in the child's attitude from one of irritability towards reading to one of receptiveness. The remedial group remained irritable. The children in the remedial group showed a marked correlation with femininity while the counselling group did not, The children• in the two counselling groups showed a low level of tension and were more relaxed, restful, unfrustrated and calm than they were before the commencement of the study. The remedial group continued showing a tendency towards a high level of tension. As a result of the counselling given the parents, the children in the counselling groups were able to overcome their perceptual problems, These perceptual problems, it is presumed, were largely of an emotional nature. Generally speaking the children in these groups were also able to eliminate psychological blocking. Children in the remedial group continued to experience perceptual problems, The children in the counselling groups showed a greater reduction of aggression, uncertainty and helplessness than those in the remedial group. The children in the counselling groups no longer withdrew from situations. They made use of initiative and found it easy to respond to a stimulus. Depressiveness was largely eliminated, The hostile feelings of the children in the counselling groups towards their parents were greatly reduced while children in the remedial group continued to show strong signs of hostility towards their parents, It also appeared that the mothers of the children in the counselling groups found their children more acceptable than the mothers of the remedial group children. Psychosomatic problems such as enuresis, headache, chronic pain poor co-ordination and poor speech were much more reduced in children in the counselling groups than in those in the remedial group. There was more general improvement in academic achievement in children in the counselling groups while children in the remedial group showed far less improvement academically. Thus the inarguable conclusion may be drawn that individual counselling to parents is a successful method of remedying reading retardation in children. / Proefskrif--PU vir CHO

INTRODUCTION - The inability to read well is an indication of discord in a child's life. This discord may result from a variety of problems such as physiological, physical, educational, environmental and others. It may be due to interaction between some or all of these factors. All reading retarded children develop a certain imbalance in their lives. From a study of the literature it appears clear that, in spite of remedial education in reading skills, weak readers remain weak readers. PURPOSE OF THE STUDY - In establishing the purpose of this study one took the point of view that education is a positive conscious process deliberately undertaken to bring about a change in a reading retarded pupil. THE AIM OF THE STUDY IS AS FOLLOWS - 1) According to the literature personality may be viewed as an individual's most remarkable form of adjustment. The development of personality is an individual process in which the social environment influences people in different ways. As a child's social environment expands during his various stages of development so a continuous interaction takes place between the developing child and his expanding environment such that certain motivational forces are strengthened while others are weakened. New standards are set and the child is confronted with new problems and challenges. If the child has been suitably prepared to tackle and master the problems then his self-concept becomes clearer and stronger, but where the demands are too great for the child to cope with them one may encounter the development of psychological and psychosomatic problems which may in turn lead to serious reading problems. The aim of this study is to establish the relationship between personality and reading retardation by means of evaluation and interview. 2. It appears from the literature that parents exercise great influence on the developing personality of the retarded children. It seems apparent that a good upbringing is a prerequisite of good reading skills. All children, reading retarded included, strive for the following basic needs: a) the preservation of physical health; b) the need for personal recognition and to be seen as a person of value and importance; c) the need for security, love, affection, comfort and safety. The reading retarded pupil has a strong drive for the fulfilment of these needs. Should there be any disturbing factors in the family the pupil may develop certain problems which in turn may influence his emotional status. This may lead to reading problems or aggravate existing reading problems. This study has as its basis the hypothesis that the quality of the parent child relationship is the chief cause of reading retardation in pupils. This study will attempt to show empirically the connection between parent child relationships and reading retardation, as well as establishing a healthy parent child relationship through counselling of parents of reading retarded children, without these children themselves receiving counselling. According to the literature the majority of pupils with reading problems experience serious emotional problems which may be viewed as the primary cause or secondary result of reading retardation. Emotional problems may be seen as the causal factor in auditory discrimination, intelligence problems such as subtest scatter, poor hand eye coordination, hyperactivity, laterality and directional- problems, figure ground perceptual problems, personality problems and a poor self-concept which may affect the reading skills in various ways. The purpose of the study is to reduce emotional problems in reading retarded pupils using only individual counselling of their parents. 4. The self-concept of a pupil includes three aspects i.e.: self-image ; the ideal self and self (…….part missing……) the commencement of the study. The second took place a year after the first evaluation and during this period remedial teaching was given to groups B and C while the parents of groups A and B received counselling. The third evaluation took place nine months after the second evaluation and during this period none of the groups had received any remedial help. With the exception of the intelligence tests applied at the commencement of the study, the following tests and questionnaires were applied to all of the pupils: i) the New South African Individual Scale; ii) the "Burt rearranged word recognition test"; iii) the "Children 1 s personality questionnaire"; iv) “The Hutt adaptation of the Bender-Gestalt test"; v) the "Draw a family" projective technique; vi) the "Bristol social adjustment guides. The child in the school"; vii) the "Bristol social adjustment guides. The child in the family". The following educational diagnoses were made after evaluation of the results of each of the evaluations and were then compared with one another: i) intelligence analysis; ii) reading age; iii) reading expectancy age; iv) reading expectancy quotient; v) chronological age; vi) reading quotient; vii) analysis of the tests and questionnaires; viii) analysts of the scholastic progress. ORTHOPEDAGOGIC AND ORTHODIDACTIC ASSISTANCE - The three groups received the following assistance: Group A: The parents of group A were given individual counselling for a period of one year using the eclectic approach while the pupils were given no assistance at all. Group B: The parents of group B were given individual counselling for one year while at the same time the pupils were afforded individual remedial reading assistance. Group C: The parents of this group were given no guidance but the pupils did receive remedial assistance in reading for a period of one year. Results: The reading ability of the children in group' A (counselling group) showed greater improvement than that of the children in group C. This group (group C) having received only remedial assistance. The long-term reading improvement was also better in group A than it was in group C. These results may be accepted as being statistically 99% reliable. According to these results individual counselling to parents of reading retarded children is a better remedial approach than remedial teaching given to the pupils themselves. Individual counselling to parents coupled with remedial teaching to pupils is a better method than remedial teaching being used on its own. It thus appears that too much reliance is placed on remedial teaching as a method of overcoming reading retardation, According to this study it appears that a large number of reading retardation cases are due to emotional problems originating in the home environment. A further assumption may be that many of the processes involved in reading skills are consciously or unconsciously blocked as a result of these emotional problems. In reality the pupil "refuses" to read presumably because he wishes to draw his parents' attention to himself. He thus uses the wrong tactics to attract this attention causing still more emotional disturbance and himself experiencing further emotional problems. The pupils in the counselling group changed from a schizothymic personality to a cyclothymic personality while the pupils receiving remedial teaching remain schizothymic personalities. The children of the counselling group developed a better abstracting ability than those who only received remedial teaching. The counselling groups (groups A and B) became more adult emotionally than those in the remedial group (group C). This can presumably be ascribed to the changed attitude of the father. As a result of counselling the parents were able to bring about a change in the child's attitude from one of irritability towards reading to one of receptiveness. The remedial group remained irritable. The children in the remedial group showed a marked correlation with femininity while the counselling group did not, The children• in the two counselling groups showed a low level of tension and were more relaxed, restful, unfrustrated and calm than they were before the commencement of the study. The remedial group continued showing a tendency towards a high level of tension. As a result of the counselling given the parents, the children in the counselling groups were able to overcome their perceptual problems, These perceptual problems, it is presumed, were largely of an emotional nature. Generally speaking the children in these groups were also able to eliminate psychological blocking. Children in the remedial group continued to experience perceptual problems, The children in the counselling groups showed a greater reduction of aggression, uncertainty and helplessness than those in the remedial group. The children in the counselling groups no longer withdrew from situations. They made use of initiative and found it easy to respond to a stimulus. Depressiveness was largely eliminated, The hostile feelings of the children in the counselling groups towards their parents were greatly reduced while children in the remedial group continued to show strong signs of hostility towards their parents, It also appeared that the mothers of the children in the counselling groups found their children more acceptable than the mothers of the remedial group children. Psychosomatic problems such as enuresis, headache, chronic pain poor co-ordination and poor speech were much more reduced in children in the counselling groups than in those in the remedial group. There was more general improvement in academic achievement in children in the counselling groups while children in the remedial group showed far less improvement academically. Thus the inarguable conclusion may be drawn that individual counselling to parents is a successful method of remedying reading retardation in children. / Proefskrif--PU vir CHO

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

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

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

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986