Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999. / The rationale for this study was to match the remedial needs of children with appropriate programmes. The aims were (1) To test the usefulness of screening instruments modelled on subtestr of the Naglieri-Das Cognitive Assessment System in identifying South African children with specific learning disabilities. (2) To study the effects of the PASS Remedial Programme (PREP) in addressing the needs of children with deficits in successive processing. (3) To study the effects of a programme based on Whole Language (WL) principles when used with children with reading problems due to extrinsic factors. Screening instruments were used to identify seven children with a successive processing deficit for the PREP experimental treatment group. Seven children who showed a general delay in beginning reading skills were selected for the WL experimental group. A PREP control group and a WL control group were also identified. Both treatment groups received twenty-four intervention sessions. When the PREP and WL experimental groups were compared, there were significant differences in gains in successive processing for the PREP group but gains in word reading skills were statistically the same for the two groups. This was an indication that the remedial programmes were suited to the needs of the children in the groups. General implications for specialised education programmes in South Africa and future directions for research on remediation are also presented.

M.A. (Applied Linguistics) / This dissertation explores the phenomenon of errors in the writing of second language learners. The concepts of language error and standard language are discussed briefly. The Contrastive Analysis and Error Analysis hypotheses are presented and the notions of interlanguage and fossilization explored. The limitations and strengths of the Error Analysis hypothesis are pointed out. Research on error correction and remediation is reviewed. Questions such as whether errors should be corrected, when, how and by whom, as well as which errors should be attended to, are considered. An error analysis of the written work of a group of English second language students is undertaken. Errors of a mainly syntactic nature are identified and classified and the possible causes of some are pointed out. The dissertation considers the implications of these errors for language teaching and concludes by making recommendations with 'special reference to the distance teaching situation.

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.

Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.

M.E. (Educational Psychology) / The phenomenon of learning disability is evident within many children. This problem obstructs the mastering of basic didactical skills in children. Despite the fact that these children appear to have adequate intellectual abilities, they experience serious .problems in mastering such skills as reading, spelling and writing as well as arithmetical skills. These problems lead to a low selfesteeIll and causes incessant failure in scholastic achievement. Learning disabled children are in need of a highly specialized instructional programme.in order to overcome their learning problems. In Transvaal, provision is made for learning disabled children by aid class placement. Many parents however have objections against placement in aid classes in that their children become "exeptional children". They believe that their children can overcome their learning problems by means of their remedial programmes. It was thus essential to arrive at a psychological and a didactical view of the learning disabled child. Furthermore it was necessary to undertake a psycho-didactic consideration of reading- and arithmetic problems. Aid class instruction and alternative remedial procedures as such, were emphasized. The purpose of this study therefore was to determine whether learning disabled children could adequately overcome their learning problems by means of alternative remedial procedures. Two groups of learning disabled children were identified id est those who were placed in aid classes and those who were for various reasons not placed in aid classes. Three different reading tests as well as addition and subtraction tests were administered to ascertain the children I s level of scholastic achievement.

This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.

M.Ed. (Subject Didactics) / Mathematics opens doorways for further studies and careers in the technological and information age. Many students experience problems coping with Mathematics in secondary school due to a multitude of factors. Some factors are connected with the student's innate abilities and the extent to which these have been developed, and others with the teaching practice. Problems include lack of conceptual development, skills in problem solving, computation and poor study methods. These problems can be identified and diagnosed through careful observation, questioning and interpretation of written work. Remedial instruction has to address the individual student's needs. To enhance learning, students have to be actively involved through manipulation of models, discussions, verbal writing assignments, practising his skills and studying. The use of visual proj ections, using colour, graphics and sound by computer, facilitates the recall of previous lessons. Videos of lectures can be used as backup for pupils who were absent. These are but two of the creative ideas suggested as aids for remedial teaching. No instant recipes are prescribed, but, for the teacher who really has the interest of his pupils at heart, many guidelines are provided...

Bibliography: p. 104-111. / This study focuses on the Langa Enrichment Programme an educational support programme for black students studying under the Department of Education and Training in the Cape Peninsula. The study aimed to determine students' reasons for attending the programme, their perceptions of its strengths and weaknesses and their recommendations for improvements. Student expectations of the programme and reasons for the high dropout rate especially amongst Standard Nine and female students were explored. To contextualise the study and to give further insights into student views a brief summary of the apartheid education crisis is given. Educational support programmes are reviewed as is liberalism's response to the crisis in education and the history and culture of the South African Institute of Race Relations. The methodology used was two-fold: self-administered questionnaires to 126 Standard 10 Mathematics students and a series of focus group interviews with small groups of students. The findings may be summed up as follows. Students were generally positive towards the teachers, teaching methods and administration of the programme. They requested that teachers should teach and complete the syllabus, emphasizing exam questions, revision and scientific experiments, and explore alternative small group teaching with critical discussions. Students also requested a comprehensive career guidance programme, bursary information and increased financial assistance. Students expressed a reluctance to pay fees and this, coupled with increasing requests for financial and educational supp01t, raises the issue of welfarism on the programme. Reasons for the high dropout rate amongst Standard Nines included that they write an internal examination. Social pressures from boyfriends and peer groups and regarding clothes were given as reasons for female students dropping out of the programme. The students appear to determine the direction of the school in that as a result of their demands the programme has changed from an enrichment programme to a compensatory one. Recommendations in the concluding chapter of this study are that the Enrichment Programme should draw up clearer policy guidelines in conjunction with staff and students; liaison with DET secondary schools, tertiary institutions and other enrichment programmes should be improved; career guidance programmes linked to bursary information should be implemented; bursaries and other incentives should be linked to attendance and academic performance on the programme; a full time co-ordinator should be employed.

Bibliography: pages 252-280. / Special Education encompasses a wide field. It is an expensive form of education and is often criticized for its shortcomings. One part of Special Education is remedial teaching for children with learning disabilities. In order to provide good quality services, it is necessary to evaluate what is currently being offered and what is envisaged as desirable for the future. This study focusses on those two factors by examining the perceptions of remedial teaching as held by educators (principals, regular class teachers and remedial teachers themselves) in fifty-two schools of the Department of Education and Culture - House of Representatives (DEC-HR). Current service provisions and the desired role of the remedial teacher are thus examined to determine whether educators perceive these as adequate and desirable. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was verified and augmented by personal interviews with remedial educators. Three hundred and twenty questionnaires were distributed. The views of principals, regular class teachers and remedial teachers were surveyed in those primary schools served by a remedial teacher. Descriptive statistical analyses were used to arrive at both quantitative and qualitative assessments of the position of Remedial Services in the Department of Education (House of Representatives). The study revealed a strong correspondence between the three groups of educators regarding their perception of remedial services. The author endeavours to illustrate that the lack of consensus about criteria for definition and classification of Learning Disability and consequently Remedial Education, leads to confusion of the role(s) remedial teachers are expected to fulfil. This affects the provision of adequate and effective remedial services to pupils in need of such specialised educational facilities. Results from this study led the author to draw up a proposed structure for Specialised Education, in particular, Remedial Education, in a unitary Education System in South Africa.

Thesis (MEd)--University of Stellenbosch, 2005. / An autobiographical narrative is imparted through different phases of understanding of the reading process, which developed over time in various fields in education. The reading process is discussed from different perspectives, based on own experience: as initial reader who has to master the reading process in a period when meaning of the context is of minor consideration, as teacher of young and struggling readers, as trainer of candidate remedial teachers, as curriculum and resource developer and author of publications with the objective of making the reading process more accessible to learners and teachers, and ultimately as in-service trainer of teachers in an era when children's reading skills deteriorate markedly. After critical reflection and consideration it was concluded that teachers involved in reading instruction and support are empowered only if they can critically reflect on and examine their personal practices in view of a good understanding of the reading process. Different models of understanding, developed over time, were utilised for better insight.