Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

A literature-survey indicated that there is a need for complete reading programmes that are integrated within the mainstream to meet the unique needs of learners who struggle to read in South African schools. Recent research suggests that the use of 'evidence-based', complete reading programmes are effective multi-purpose tools for reading intervention, cognitive enrichment, and identification of learners unresponsive to regular literacy instruction. The main conclusion of, this study was ,that the HlWAY READING & SPELLING PROGRAMME© is a complete reading programme, comprising of multiple components including phonemic awareness instruction, systematic phonics instruction, fluency training, vocabulary building and comprehension strategy training components. It is also a much-needed tool for in-service and pre-service teacher training and whole-school capacity building in the implementation of evidence-based reading instruction. A pre-test-post-test control group design was used. The weight of evidence obtained in this investigation indicates that the HRSP caused a statistically significant improvement in spelling and reading comprehension measures. The HRSP was successfully integrated within the mainstream, and the effect sizes obtained in this study were large Recommendations were offered with regard to the use of the complete reading programmes like the HRSP in school contexts to address the needs of learners unresponsive to literacy intervention. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

A literature-survey indicated that there is a need for complete reading programmes that are integrated within the mainstream to meet the unique needs of learners who struggle to read in South African schools. Recent research suggests that the use of 'evidence-based', complete reading programmes are effective multi-purpose tools for reading intervention, cognitive enrichment, and identification of learners unresponsive to regular literacy instruction. The main conclusion of, this study was ,that the HlWAY READING & SPELLING PROGRAMME© is a complete reading programme, comprising of multiple components including phonemic awareness instruction, systematic phonics instruction, fluency training, vocabulary building and comprehension strategy training components. It is also a much-needed tool for in-service and pre-service teacher training and whole-school capacity building in the implementation of evidence-based reading instruction. A pre-test-post-test control group design was used. The weight of evidence obtained in this investigation indicates that the HRSP caused a statistically significant improvement in spelling and reading comprehension measures. The HRSP was successfully integrated within the mainstream, and the effect sizes obtained in this study were large Recommendations were offered with regard to the use of the complete reading programmes like the HRSP in school contexts to address the needs of learners unresponsive to literacy intervention. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school Spelling is crucial for literacy development in children and therefore needs to be taught effectively during the primary grades. A plethora of studies on spelling instruction have been carried out to shed light on the importance of applying scientifically based methods. This study investigated the implementation of the Sound Reading System (SRS) for teaching spelling in Grades 1, 2 and 3 in Namibia – a country where English is mostly acquired as a taught subject. A qualitative design was used to examine the application of the SRS in whole-class instruction in the Erongo region of Namibia. Using observations, interviews and document analysis, data was obtained from one school where the SRS was used to teach spelling. Three teachers were observed and subsequently interviewed on the teaching of English spelling. The findings revealed that, after using the SRS, teachers felt their own alphabetic knowledge had improved and their approach to teaching spelling had changed, leading to an awareness of what meaningful spelling activities entail. They felt that the methodology had provided a systematic approach to their teaching. The teachers were convinced that there is a link between spelling and reading and the methodology provided an opportunity to teach these skills simultaneously. In terms of the SRS, an integrated approach is applied whereby the target sound becomes the focal point of language development to provide an opportunity for skill transfer. However, the teachers found it challenging to slot in all the activities in a timetable that does not cater specifically for spelling. Another challenge perceived by the teachers was the effective teaching of sight words. This study recommends teamwork between teachers and parents to ensure that all SRS activities are completed successfully at home. Furthermore, it emphasises the importance of applying scientific methods in classroom practice. It further suggests that teaching the full range of spellings in the SRS be continued in Grades 4 and 5 to reinforce a deeper understanding of English orthography. Lastly, it is suggested that higher institutions link teacher training to curricular outcomes. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)