Service delivery and the access to specialized instructions to consumers, encounters many barriers within the profession of speech-language pathology. This state of affairs is largely due to the disparate distribution of speech language services (ASHA, 2005). This restricted access, or an inability to access services, is a result of a number of factors, which include lack of clinicians, insufficient number of facilities in geographic area, and transportation issues (ASHA, 2004e). As a result, students who require specialized reading instruction are not afforded the opportunity to access the necessary treatment. It is essential that the literacy needs of all children be addressed, including those who require specialized instruction (Foorman & Torgesen, 2001; Allington, 1994). Technology, specifically telepractice, is a potential solution to address this dilemma. The purpose of this study is to investigate the reliability and validity of systematic multisensory reading treatment for students who have been identified with a delay in foundational reading skills, addressing foundational reading skills via an internet-based video conferencing system. The results will establish the groundwork for the efficacy, reliability, and validity of internet-based video conferencing as a means of service delivery for foundational reading skills. The foundational reading skills targeted in this study are letter naming knowledge (LNK), letter sound knowledge (LSN) and decoding.

No description available.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-20T21:07:27Z No. of bitstreams: 1 Disserta??o vers?o definitiva.pdf: 3241390 bytes, checksum: ff59d669fa1bb403bb8bada5f77098f0 (MD5) / Made available in DSpace on 2017-02-20T21:07:27Z (GMT). No. of bitstreams: 1 Disserta??o vers?o definitiva.pdf: 3241390 bytes, checksum: ff59d669fa1bb403bb8bada5f77098f0 (MD5) Previous issue date: 2016-08-17 / This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the Universidade Estadual de Feira de Santana, which aims to analyze the results of a program intervention consists of phonological awareness activities and educational activities of the letter-sound relationships for understanding the alphabetic principle in students of the 3rd grade of elementary school who failed to ensure the reading and writing learning at the right time. At the end of the literacy cycle, many children don?t even guaranteed basic skills of reading and writing, presenting difficulties in understanding the alphabetic principle. Many researches show that there is influence of phonological awareness on children's performance in the written language appropriation. Other studies suggest that intervention programs in phonological awareness are positive for learning of children with difficulties in reading and writing. Researches have suggested that the development of phonological awareness skills linked to the explicit teaching of letter-sound relationships favors a more effective way, the discovery of the alphabetic principle by the child. Thus, to achieve the established objective, we conducted an experimental nature of research carried out in five phases: pre-test, application of the First Phase of the intervention program, post-test 1, implementation of Second Phase of the intervention program and post-test 2. The data found in the reading and writing tests the children were analyzed in qualitative and quantitative approach. The results revealed that the participation of students in the research group in phonological awareness program, and teaching of letter-sound relationships provided an opportunity a breakthrough in the understanding of the alphabetic principle, highlighting the importance of investing in metalinguistic skills and systematic teaching of grapheme-phoneme correspondences in the literacy process. The data presented in this study suggest important educational implications with regard to teacher formation and the use of metalinguistic skills development activities, such as phonological awareness, in addition to systematic and orderly teaching of grapheme-phoneme correspondences. / Esta disserta??o ? o resultado de uma pesquisa desenvolvida no Programa de P?s-Gradua??o em Educa??o, na Linha de Pesquisa 2: Culturas, Forma??o e Pr?ticas Pedag?gicas, da Universidade Estadual de Feira de Santana, que tem por objetivo analisar os resultados de um programa de interven??o composto por atividades de consci?ncia fonol?gica e atividades de ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico com alunos do 3? ano do Ensino Fundamental que n?o conseguiram garantir a aprendizagem da leitura e da escrita no momento adequado. Ao final do ciclo de alfabetiza??o, muitas crian?as ainda n?o garantiram compet?ncias b?sicas de leitura e escrita, apresentando dificuldades na compreens?o do princ?pio alfab?tico. In?meras pesquisas realizadas mostram que h? influ?ncia da consci?ncia fonol?gica no desempenho das crian?as na apropria??o da linguagem escrita. Outros estudos sugerem que programas de interven??o em consci?ncia fonol?gica apresentam resultados positivos na aprendizagem de crian?as com dificuldades na leitura e na escrita. Pesquisas t?m sugerido que o desenvolvimento de habilidades de consci?ncia fonol?gica atrelado ao ensino expl?cito das rela??es letra-som favorece, de uma forma mais efetiva, a descoberta do princ?pio alfab?tico pela crian?a. Dessa forma, para alcan?armos o objetivo tra?ado, realizamos uma investiga??o de natureza experimental realizada com um grupo controle (GC) e um grupo de pesquisa (GP), em cinco fases: pr?-teste, aplica??o da I fase do programa de interven??o, p?s-teste 1, aplica??o da II fase do programa de interven??o e p?s-teste 2. Os dados encontrados nos testes de leitura e escrita das crian?as foram analisados nas abordagens qualitativa e quantitativa. Os resultados revelaram que a participa??o dos alunos do grupo de pesquisa no programa de consci?ncia fonol?gica e ensino das rela??es letra-som oportunizou um avan?o na compreens?o do princ?pio alfab?tico, evidenciando a import?ncia do investimento nas habilidades metalingu?sticas e no ensino sistem?tico das correspond?ncias grafema-fonema no processo de alfabetiza??o. Os dados apresentados nesta pesquisa sugerem importantes implica??es educacionais, no que diz respeito ? forma??o de professores e ? utiliza??o de atividades de desenvolvimento de habilidades metalingu?sticas, tais como a consci?ncia fonol?gica, al?m do ensino l?dico, sistem?tico e ordenado das correspond?ncias grafema-fonema.

xiii, 137 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Research suggests that development of the alphabetic principle is a critical factor in learning to recognize words and becoming a successful reader. The alphabetic principle encompasses both the understanding that relationships exist between letters and sounds and the application of these relationships to reading words. This study investigated the degree to which different measures of the alphabetic principle were predictive of later reading development. These measures were examined in the context of Ehri's phase theory of sight word development to investigate how different behaviors associated with the alphabetic principle fit within a developmental framework. Two cohorts of students (109 kindergarteners, 212 first graders) participated in this study from spring of 2007 until late fall of 2008 (58 second graders, 121 third graders). The predictive powers of single and combined measures of the alphabetic principle were analyzed using sequential regression. Results indicated that each measure explained significant between-student variation in performance on measures of word reading fluency, oral reading fluency (ORF), vocabulary, and reading comprehension. A measure of letter-sounds embedded in nonsense words appeared to have more utility for the prediction of reading outcomes than a measure of letter-sounds presented in isolation. Additionally, including a measure of nonsense words with a measure of letter-sounds embedded in nonsense words increased the predictive power of the model over and above the predictive power of letter sounds alone. Growth on ORF served as an additional criterion for the purpose of investigating the methodology of measuring growth. Two conceptualizations of growth were explored: raw score change over time and individual rates of growth over time (slope). Correlations and sequential regression were used to evaluate the relationship between raw score change and measures of the alphabetic principle. Hierarchical Linear Modeling (HLM) was used to model individual slopes on Lexile measures of ORF (LORF). In general, raw score change appeared largely unrelated to measures of the alphabetic principle. HLM analyses revealed that individual differences in slope on LORF were minimal and not very reliable, making the prediction of these differences difficult. Recommendations for future research and implications for practice are discussed. / Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Member, Special Education and Clinical Sciences; Leanne Ketterlin Geller, Member, Educational Methodology, Policy, and Leadership; Jean Stockard, Outside Member, Planning Public Policy and Management

Cette thèse présente un ensemble d’études examinant l’influence de la connaissance du nom des lettres sur l’apprentissage et la connaissance du son des lettres. Deux études sont consacrées à la place de la connaissance de la forme des lettres dans la relation entre nom et son des lettres. Les études ont été menées auprès de prélecteurs francophones âgés de 3 à 6 ans et scolarisés en école maternelle. L’objectif de la première étude (Etude 1) était de décrire la connaissance du nom des lettres avec l’âge et d’identifier des facteurs d’apprentissage. Les résultats ont révélé une influence de la fréquence, du prénom, de l’ordre alphabétique, du type et de la structure du nom des lettres. Le nom des lettres de type èC ou VC (e.g., F, L…) ou non acrophonique était mieux connu que le nom des lettres de type Cé .ou CV (e.g., B, D…) ou de type MR (C, G…). L’étude 2 examine l’influence de la structure du nom des lettres sur la connaissance du nom et du son des lettres. Les résultats ont montré la même influence de la structure du nom des lettres sur la connaissance du nom que dans l’étude 1. L’influence de la structure du nom des lettres sur la connaissance du son des lettres est différente : le son des lettres de type Cé ou CV ou acrophoniques était mieux connu que le son des lettres èC ou VC et MR. Ces résultats suggèrent que le meilleur apprentissage du son des lettres de type Cé n’est pas dû à une familiarité générale. Le chapitre 3 de la thèse présente une étude qui examine l’effet de facilitation nom-son. Le son des lettres a été enseigné systématiquement à des enfants qui se distinguaient par leur connaissance du nom des lettres. Les enfants connaisseurs du nom des lettres apprenaient plus facilement le son des lettres que les enfants non connaisseurs du nom. Un effet de la structure du nom des lettres chez les enfants connaisseur du nom montrait que le son des lettres dont le nom contient le son de la lettre (CV et VC) était mieux appris que le son des lettres dont le nom ne contient pas le son de la lettre (MR). La connaissance du nom des lettres et la conscience phonologique contribuaient à une part de variance spécifique de l’apprentissage du son des lettres, avec une contribution supérieure de la connaissance du nom des lettres. Les études du chapitre 4 examinent le développement de la sensibilité au son des lettres à partir de la connaissance du nom des lettres dans des tâches d’identification de syllabes (Etude 4), de lettres (Etude 5) et de phonèmes (Etude 6). Les enfants identifiaient au-delà du hasard les syllabes, lettres et phonèmes. Un effet de la structure du nom des lettres est apparu : les lettres dont le son est relié au nom (CV et VC) étaient mieux identifiées que les lettres dont le son n’est pas ou pas clairement relié au nom (MR). Le chapitre 5 (Etude 7) explore les liens entre connaissance du nom des lettres et connaissance de la forme des lettres à partir de tâches de catégorisation de lettres, de discrimination de la forme des lettres et de reconnaissance immédiate des lettres. Les enfants connaisseurs du nom des lettres étaient également de meilleurs connaisseurs de la forme des lettres. Ils catégorisaient, discriminaient et reconnaissaient mieux et plus vite les formes de lettre que les enfants non connaisseurs du nom. Enfin, le dernier chapitre présente une étude expérimentale (Etude 8) qui examine l’influence de la connaissance préalable de la forme des lettres sur l’apprentissage du nom et du son des lettres. L’étude n’a pas révélé d’influence de la connaissance préalable de la forme des lettres sur l’apprentissage des associations forme-nom et forme-son. L’ensemble des études apporte des informations originales sur l’effet de facilitation nom-son et sur l’influence de la connaissance de la forme des lettres au sein de cette relation. / This thesis introduces studies which examined the influence of letter-name knowledge to letter-sound knowledge and learning. Two studies were designed to examine the role of letter-shape knowledge in the relation between letter-name and letter-sound. These studies were conducted with French prereaders aged from 3 to 6 years old. The aim of the first study (Study 1) was to describe letter-name knowledge and to identify learning factors. Results revealed an influence of letter frequency, of first name, of alphabetical order and of letter-name structure. Letter names of èC or VC (e.g., F, L…) which correspond to non-acrophonic letter-name structure, were better known than letter-name of Cé or CV (e.g., B, D) or MR (C, G…). Study 2 examined the influence of letter-name structure to letter-name and letter-sound knowledge. Results showed the same influence of letter-name structure on letter-name knowledge as in Study 1. The influence of letter-name structure was different on letter-sound knowledge: The sounds of Cé or CV, or acrophonic letter-name structure, were better known than the sounds of èC or VC and MR letter-name structure. These results suggest that the learning of Cé sounds is not due to general familiarity. Chapter 3 introduces a study that examined the name-to-sound facilitation effect. Children differing in their letter-name knowledge were systematically taught letter-sound. Children with letter-name knowledge learned more easily letter sounds than did children with no letter-name knowledge. A letter-name structure effect was found for children with letter-name knowledge , indicating that the sound of CV and VC letter-name structure was better learned than the sound of MR letter-name structure. Letter-name knowledge and phonological awareness contributed to a specific part of variance in letter-sound learning, with a higher contribution of letter-name knowledge. The studies of chapter 4 examined the development of letter-sound sensitivity from letter-name knowledge using syllable identification (Study 4), letter identification (Study 5) and phoneme identification tasks (Study 6). Syllables, letters and phonemes were identified beyond chance level by children. A letter-name structure effect appeared: CV and VC letters were better identified than MR letters. Chapter 5 (Study 7) explored the links between letter-name knowledge and letter-shape knowledge using letter categorization tasks, letter-shape discrimination tasks and letter immediate recognition tasks. Children with letter-name knowledge had the best letter-shape knowledge. They categorized, discriminated and recognized shapes more exactly and more rapidly than did children with no letter-name knowledge. Finally, the last chapter introduced an experimental study (Study 8) designed to examine the influence of prior letter-shape knowledge on both letter-name and letter-sound learning. This study revealed no influence of prior letter-shape knowledge on either letter-name learning or letter-sound learning. As a whole, these studies provide new information concerning the name-to-sound facilitation effect and the influence of letter-shape knowledge in this relation.

傳統上認為以中文為母語的孩童並不具有「音位覺識能力」(phonemic awareness)，本研究以實驗方式直接測量以中文為母語孩童的「音位覺識能力」，同時探討孩童「音位覺識能力」及「聲母—韻母覺識能力」(onset-rime awareness) 在英文拼字與讀字上所扮演的角色。在本研究中，一百九十二位國小四年級的孩童參與二項「母語音韻覺識測驗」，包括「聲母/韻母異音測驗」(onset/rime oddity test) 和「韻腹/韻尾異音測驗」(nucleus/coda oddity test)。根據上述二項測驗的成績，將孩童分為三組：第一組孩童(共29人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆佳；第二組孩童(共29人)，其「聲母—韻母覺識能力」佳，但「音位覺識能力」差；第三組孩童(共26人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆差。我們接著利用「拼英文假字測驗」和「讀英文假字測驗」來測量三組孩童的英文拼字與讀字的能力，在施測之前，孩童們有八次的機會學會「拼字」與「讀字」兩項測驗所需具備的「字音對應規則」。結果顯示，雖然孩童的「音位覺識能力」在程度上有所不同，但以中文為母語的孩童已具備「音位覺識能力」。此外，在考慮了孩童們「記憶廣度」(digit span)與「英文聽話字彙」 (English receptive vocabulary)的差異後，「聲母—韻母覺識能力」和「音位覺識能力」皆佳的孩童，在拼字的表現上優於「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童來，接著「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童的拼字表現優於「聲母—韻母覺識能力」和「音位覺識能力」皆差的孩童。最後，「音位覺識能力」佳的的孩童，在讀字的表現上優於「音位覺識能力」差的的孩童，此外，並無證據顯示「聲母—韻母覺識能力」在孩童的讀字能力上扮演著重要的角色。整體而言，本研究的結果支持其他研究的看法，這些研究認為以中文為母語的孩童在母語習得過程中所發展出來的「音韻覺識能力」對於其英文拼字與讀字的能力上有著一定的貢獻，此外，本研究更進一步顯示，這種貢獻會隨著「音韻覺識」程度的不同而有所改變。 / It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.

本研究旨在探究以可解碼英文故事書(decodable storybook)為主的英語教學，對低年級英語低成就學童的影響，特別是在此補救教學方案下，學童早期英語閱讀能力及學習態度之改變及表現，並探討造成其改變的可能原因。本研究分兩階段進行，第一階段先進行小規模的預試研究作為正式研究之準備，目的在測試選用的英語可解碼故事書做為教材是否適切、教學活動是否可行，並根據初探結果規劃正式研究。第二階段的正式研究，根據第一階段的結果改良部分測驗、增加閱讀讀本、以及增加教師訪談等質性資料，以期進一步探討此補救教學方案對於學童早期閱讀能力及學習態度的影響。 在正式研究中，研究對象為台北市某國小英語攜手班(補救教學班)之五名二年級學習低成就學童（學業表現為後15%至20%）。研究者選擇Scholastic Company所出版的某系列分級可解碼英語故事書之第一套部分冊數作為讀本，搭配由整體到細部的架構理念設計課程，發展出適合本校學童的補救教學方案，將字母拼讀技巧訓練融入自然有趣的閱讀情境中。 本研究為行動研究，透過以質性為主的資料蒐集法，包含課室錄影錄音觀察、訪談、多方文件彙集及前後測評量，來進行研究結果之分析詮釋。學童每週均接受一次教學(每次三節課，共120分鐘)，共持續十六週。經過一學期補救教學後，對照學童前後測評量及各種質性資料分析，發現學童在字母認讀、單字辨識、單字拼讀及學習態度上均有正向改變。本研究也發現，使用可解碼故事書的內容來設計閱讀及自然發音教學活動，的確有助於低成就學童早期閱讀能力及內在動機之提升。本研究之結果及教學建議可供未來國小補救教學之參考。 / The purpose of this study is to examine the effect of decodable storybook instruction on the early reading performances and learning attitudes of Taiwanese EFL lower-grade underachievers in an elementary school in Taipei. An attempt is also made to explore the possible reasons for any improvement among the underachievers’ with respect to this remedial program. The present study was conducted in two stages. A small-scale pilot study was implemented as a preparation for the formal study in advance. The purpose of the pilot study was to investigate if the reading text of the selected storybook series is appropriate for underachievers, the feasibility of the decodable storybook instruction and the effects of the instruction on learners’ early reading ability and learning attitudes. Afterwards, the formal study was revised in modifying some test words as well as the scoring procedure on the early reading assessments, adding more reading materials and qualitative data sources such as teacher interviews. In the formal study, the participants are one remedial English class of five second graders (whose academic performances were at the bottom 15% to 20% of the grade). The curriculum was based on the contents of a commercial series of decodable story books—Clifford Phonics Fun Reading Program—pack one. The researcher adopted the framework of whole-to-parts phonics instruction to integrate reading activities and phonics training in an interesting and meaningful reading context. A variety of reading activities integrating four skills were designed and based on the content and topic of the storybooks to rouse learners’ interest. Decodable CVC words embedded in the story series were then explicitly taught to learners to apply letter-sound knowledge in their reading process. This study triangulates action research with qualitative data using classroom observations (video or taping), interviews, assessment records, and document analysis. Data analysis interprets the study results. After the sixteen weeks of remedial instruction, a comparison between the results of pre-tests and post-tests showed some changes in learners’ early reading ability, including letter-sound recognition, word recognition and visual blending, as well as a positive change in learning attitudes. The other findings were as follows. (1) Multiple teaching activities generated from the decodable story book can be beneficial to learners’ early reading ability and learning motivation. (2) The decodable story book is an effective language learning medium for learners to apply their decoding skills as well as to provide them with an interesting reading context to lower their anxiety in learning English. Based on the findings, a number of suggestions and pedagogical implications are provided for EFL elementary school teachers and further studies in the remedial instruction field alike.

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)