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Vocabulary used by toddlers who attend ethnolinguistically diverse nursery schools : a parent reportGonasillan, Shamaleni Aurellia 18 October 2011 (has links)
The primary aim of the study was to verify vocabulary on the Language Development Survey, for typically developing toddlers who attend ethnolinguistically diverse nursery schools. This was investigated through parent report. The need for exploration of the vocabulary of this population stems from the diverse linguistic context to which toddlers are exposed on a day-to-day basis in South Africa. Many parents prefer English as the language of learning for their child, irrespective of whether or not their first language is an alternative vernacular. Thus, toddlers interact with ethnolinguistically diverse peers from a young age, usually within their nursery school. An adapted version of the Language Development Survey was presented to forty middle-class parents within the Emalahleni area. Vocabulary commonly used by toddlers was determined and a comparison of parent responses between the present study and the original American-based survey were drawn. As expected, results revealed that nouns were used most often by toddlers, in keeping with research on vocabulary acquisition. Comparisons drawn between parent responses from the two studies showed highly similar results. Parents reported that nouns, verbs, adjectives and other vocabulary were used similarly by toddlers, despite differences in their linguistic exposure. These findings verify the Language Development Survey as a valuable clinical resource for speech and language therapists managing toddlers within the South African context. Suggestions for future research are provided. AFRIKAANS : Die primêre doel van die studie was om die woordeskat wat in die Language Development Survey gebruik word te bevestig vir tipies ontwikkelende twee-jaar oue kleuters wat etnolinguisties diverse kleuterskole bywoon. Dit is ondersoek deur middel van ouer terugvoer. Die behoefte vir ‘n woordeskat ondersoek van hierdie populasie spruit uit die diverse linguistiese konteks waaraan kleuters op ‘n dag-tot-dag basis in Suid-Afrika blootgestel word. Baie ouers verkies Engels as die taal van onderig vir hul kind, ongeag of hulle moedertaal daarvan verskil of nie. Dit het die gevolg dat kleuters van jongs af met etno-linguisties diverse ouderdomsgenote interaksie het, gewoonlik in die kleuterskool. ‘n Aangepaste weergawe van die Language Development Survey is aan veertig middel-klas ouers in die Emalahleni area voorgelê. Daar is vasgestel watter woordeskat oor die algemeen deur die kleuters gebruik word, en ‘n vergelyking tussen die ouers se terugvoer in die huidige en die oorspronklike Amerikaanse studie is getref. Soos verwag, het die resultate gewys dat selfstandige naamwoorde die mees algemeen deur kleuters gebruik word, wat ooreenstem met navorsing in verband met die aanleer van woordeskat. Vergelykings tussen ouer terugvoer van die twee studies het hoogs ooreenstemmende resultate gelewer. Uit ouer terugvoer kon dit ook afgelei word dat selfstandige naamwoorde, werkwoorde, byvoeglike naamwoorde en ander woordtipes ooreenstemmend deur kleuters gebruik word, afgesien van verskille in linguistiese blootstelling. Hierdie bevindinge bevestig die Language Development Survey as ‘n waardevolle kliniese hulpbron vir spraak- taalterapeute wat in die Suid- Afrikaanse konteks met kleuters werk. Voorstelle vir moontlike toekomstige navorsing word in die studie verskaf. / Dissertation (MA)--University of Pretoria, 2011. / Centre for Augmentative and Alternative Communication / unrestricted
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An analysis of what and how reading literacy components are included and taught within a foundation phase teacher preparation programme / van der Merwe, Z.Van der Merwe, Zelda Elizabeth January 2011 (has links)
National and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research based findings and recommendations point to the fact that evidence–based research and integrated approaches should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre–service teachers toward a coherent knowledge base for the effective teaching of reading as teachers do not have an understanding of what to teach or how to teach it. Literature identifies that the inclusion, and explicit teaching of the five reading literacy components (phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension) form the essential components which should be instructed to enable teachers to teach reading. This study analysed a teacher preparation programme to identify what reading literacy components are taught as well as how the reading literacy components are taught within the programme. The results reflect that the reading literacy components are included haphazardly within the teacher preparation programme and there is no evidence–based research incorporated. It is clear that the pre–service teachers are not taught “how” to teach the reading literacy components as the science of reading is not focused on in the teacher preparation programme studied.
The findings of this study support the literature base requiring teachers to be equipped with a disciplinary knowledge base to teach reading. Furthermore, teachers should be provided with a rigorous, research–based curriculum which will enable them to become expert reading literacy teachers who will be well prepared to implement research–based programmes and practices. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.
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An analysis of what and how reading literacy components are included and taught within a foundation phase teacher preparation programme / van der Merwe, Z.Van der Merwe, Zelda Elizabeth January 2011 (has links)
National and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research based findings and recommendations point to the fact that evidence–based research and integrated approaches should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre–service teachers toward a coherent knowledge base for the effective teaching of reading as teachers do not have an understanding of what to teach or how to teach it. Literature identifies that the inclusion, and explicit teaching of the five reading literacy components (phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension) form the essential components which should be instructed to enable teachers to teach reading. This study analysed a teacher preparation programme to identify what reading literacy components are taught as well as how the reading literacy components are taught within the programme. The results reflect that the reading literacy components are included haphazardly within the teacher preparation programme and there is no evidence–based research incorporated. It is clear that the pre–service teachers are not taught “how” to teach the reading literacy components as the science of reading is not focused on in the teacher preparation programme studied.
The findings of this study support the literature base requiring teachers to be equipped with a disciplinary knowledge base to teach reading. Furthermore, teachers should be provided with a rigorous, research–based curriculum which will enable them to become expert reading literacy teachers who will be well prepared to implement research–based programmes and practices. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.
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Die verband tussen leesvlotheid en leesbegrip van graad 4-leerders / Michelle O'ConnorO'Connor, Michelle January 2014 (has links)
Arising from the increasing demands of the twenty-first century workplace, concern
over learner reading performance is at the forefront of national education. The
increasing demands have raised the literacy bar for learners and subsequently,
schools have been forced to accommodate instruction for these increased
expectations. Successful reading requires the learner to incorporate a number of
reading skills in appropriate ways. Oral reading fluency and reading comprehension
are identified as components in effectively gaining meaning from text. A reciprocal
relationship exist between the two that allows one to comprehend more thoroughly
as one reads more fluently. Additionally, as one reads more fluently, one‟s ability to
comprehend also improves. This is due to the fact that one‟s brain is more capable in
processing text when one is able to read fluently. Therefore, when one automatically
identifies words one is able to comprehend text more completely.
The purpose of this study was to determine whether a linear relationship exists
between Grade 4 learners‟ oral reading fluency on different types of tests and their
reading comprehension.
The study was conducted within a positivistic research paradigm. A one-shot crosssectional
survey design was used to determine the relationship between oral reading
fluency and reading comprehension of Grade 4 learners in selected schools in
Kimberley in the Northern Cape Province. Five schools, representing the different
quintiles, were selected to participate in the study. A total of 406 Grade 4 learners
made up the study population. Two tests were developed and validated in order to
assess the learners‟ oral reading fluency and reading comprehension. The data was
analysed by means of descriptive statistics as well as Pearson product-moment
correlations. The results indicate that learners in rural schools could only read at 52 words per
minute (wpm) which meant that they could be grouped in the 10th percentile. With
regard to reading comprehension the learners in the rural areas scored an average
of 54% on the first reading comprehension test. Their results on the second
comprehension test indicated that they experienced difficulties with inference
questions.
The results indicated that learners in urban schools read at 107.5 words per minute
(wpm) which meant that they could be grouped between the 50th and 75th percentile.
In their first reading comprehension test they scored an average of 78%. Their
results on the second comprehension test indicated that they experienced difficulties
with interpretation questions.
Pearson product moment correlations indicated a practically significant difference
between rural and urban schools on oral reading fluency and reading comprehension
with urban schools outperforming rural schools.
Overall, the results indicated a practically significant relationship of r = 0.69 between
oral reading fluency and reading comprehension. The findings of this study should
be noted by teachers as well as be addressed in interventions as a matter of
urgency. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2014
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Die verband tussen leesvlotheid en leesbegrip van graad 4-leerders / Michelle O'ConnorO'Connor, Michelle January 2014 (has links)
Arising from the increasing demands of the twenty-first century workplace, concern
over learner reading performance is at the forefront of national education. The
increasing demands have raised the literacy bar for learners and subsequently,
schools have been forced to accommodate instruction for these increased
expectations. Successful reading requires the learner to incorporate a number of
reading skills in appropriate ways. Oral reading fluency and reading comprehension
are identified as components in effectively gaining meaning from text. A reciprocal
relationship exist between the two that allows one to comprehend more thoroughly
as one reads more fluently. Additionally, as one reads more fluently, one‟s ability to
comprehend also improves. This is due to the fact that one‟s brain is more capable in
processing text when one is able to read fluently. Therefore, when one automatically
identifies words one is able to comprehend text more completely.
The purpose of this study was to determine whether a linear relationship exists
between Grade 4 learners‟ oral reading fluency on different types of tests and their
reading comprehension.
The study was conducted within a positivistic research paradigm. A one-shot crosssectional
survey design was used to determine the relationship between oral reading
fluency and reading comprehension of Grade 4 learners in selected schools in
Kimberley in the Northern Cape Province. Five schools, representing the different
quintiles, were selected to participate in the study. A total of 406 Grade 4 learners
made up the study population. Two tests were developed and validated in order to
assess the learners‟ oral reading fluency and reading comprehension. The data was
analysed by means of descriptive statistics as well as Pearson product-moment
correlations. The results indicate that learners in rural schools could only read at 52 words per
minute (wpm) which meant that they could be grouped in the 10th percentile. With
regard to reading comprehension the learners in the rural areas scored an average
of 54% on the first reading comprehension test. Their results on the second
comprehension test indicated that they experienced difficulties with inference
questions.
The results indicated that learners in urban schools read at 107.5 words per minute
(wpm) which meant that they could be grouped between the 50th and 75th percentile.
In their first reading comprehension test they scored an average of 78%. Their
results on the second comprehension test indicated that they experienced difficulties
with interpretation questions.
Pearson product moment correlations indicated a practically significant difference
between rural and urban schools on oral reading fluency and reading comprehension
with urban schools outperforming rural schools.
Overall, the results indicated a practically significant relationship of r = 0.69 between
oral reading fluency and reading comprehension. The findings of this study should
be noted by teachers as well as be addressed in interventions as a matter of
urgency. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2014
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IsiNdebele influence on Sepedi learners around the Dennilton Region in the Limpopo ProvinceThamaga, Lesetje Johannah 07 December 2012 (has links)
Language contact is a universal phenomenon found in bilingual or multilingual societies. It is the basic and distinct quality of every culture. Language is the means by which people communicate, express their points of views, say what their feelings are and attach names to objects. As multicultural as South Africa is, it is almost impossible for one not to have an encounter with other people’s languages. This study therefore aims at investigating the influence of IsiNdebele on Sepedi learners at the primary schools around the Dennilton region in the Limpopo Province. Much has been said about language contact and its influence in urban areas but no study has yet been conducted in rural areas focusing on Sepedi and IsiNdebele speakers. In their works, researchers such as Malimabe (1990:12), Pettman (1993:3), Calteaux (1996:187) point out that urbanization has brought diverse cultures together in the townships and workplaces. To curb their language differences, lingua franca like Tsotsitaal, Iscamtho, Fanagalo and others inevitably emerged. The same happened in the Limpopo Province when the AmaNdebele came to the farms and mines seeking employment at the Marble Hall and Groblersdal areas, and some did find a place of refuge in these areas. As Pettman (1993:3) notes, various races, using different languages cannot occupy the same territory and live in daily contact without being mutually affected; each will acquire something from and in turn give something to the other. In Chapter One, the Constitutional requirement as well as the progress made in the teaching and learning of isiNdebele at the primary schools in the Dennilton region is explored. The findings in Chapter Two reveal that Amandebele children still speak isiNdebele at home but Sepedi at school. At some schools, the learners who take Sepedi first language and those who take isiNdebele first language are accommodated in one class and only separate during their first language instruction periods. This is done because of the shortage of classes but will obviously promote cross language influence, such as code-switching and code-mixing. The findings reveal that language influence is also perpetuated by multilingual families and educators. The isiNdebele speaking learners and teachers bring isiNdebele to the learning environment; hence the Sepedi speaking learners in these schools experience difficulties adjusting to the use of appropriate, standard Sepedi when they speak or write essays. The isiNdebele phonological sounds as in [z] mzala for Sepedi [ts] motswala ’cousin’, [dl] dlala for Sepedi [b] bapala ‘play’, [v] vula for Sepedi [β] bula etc. are observed to be infiltrating the Sepedi sound system and are outlined in Chapter Three. After examining the learners’ written work in Chapter Four, it is observed that there is the adaptation of phonemes on the morphological, semantic and the syntactical disciplines from isiNdebele into Sepedi lexical stock. Chapter Five recapitulates the whole study. Recommendations by the language teachers and the researcher to the Limpopo Education Department, the parents and all stakeholders involved in the teaching and learning of languages are stated in this concluding chapter. AFRIKAANS : Taalkontak is ’n universele fenomeen in tweetalige of veeltalige gemeenskappe. Dit is die basiese en onderskeidende kwaliteit van enige kultuur. Taal is die instrument waarmee mense kommunikeer, hul menings lug, hul gevoelens uitdruk en objekte benoem. Dit is byna onmoontlik om in ’n multikulturele Suid-Afrikaanse konteks nie kontak te hê met ande tale nie. Dié studie stel ondersoek in na die invloed van IsiNdebele op Sepedi leerders in laerskole rondom die Dennilton area in die Limpopo provinsie. Baie is al gesê oor taalkontak en die invloed daarvan in stedelike areas, maar geen studie is al onderneem in plattelandse gebiede wat fokus op Sepedi en IsiNdebele sprekers nie. In hul ondersoeke het navorsers soos Malimabe (1990:12), Pettman (1993:3), Calteaux (1996:187) daarop gewys dat verstedeliking diverse kulture saamgebring het in informele nedersettings en werkplekke. Om taalverskille te oorkom, het lingua francas soos Tsotsitaal, Iscamtho, Fanagalo en ander ontwikkel. Dieselfde het in die Limpopo provinsie gebeur toe die AmaNdebele na plase en myne in die Marble Hall en Groblersdal areas gekom het om werk te soek. Sommige het ’n tuiste in hierdie areas gevind. Pettman (1993:3) noem dat verskillende rasse wat verskillende tale gebruik nie dieselfde gebied kan bewoon sonder om ondeling beïnvloed te word nie; elk sal iets van die ander nodig hê en beurtelings iets aan die ander gee. In hoofstuk 1 word die konstitusionele vereiste en die vordering wat gemaak is met die onderrig en en leer van isiNdebele in laerskole in die Dennilton area ondersoek. Die bevindinge in hoofstuk 2 wys daarop dat Amandebele kinders steeds isiNdebele tuis gebruik, maar Sepedi in die skoolopset. By sommige skole word leerders wat Sepedi en isiNdebele onderskeidelik as ’n eerste taal neem in een klas geakkommodeer en word hul slegs geskei gedurende eerste taalonderrigperiodes. Dié word gedoen weens ’n tekort aan klasse, maar sal vanselfsprekend kruistaal beïnvloeding bevorder soos kodewisseling en kodevermenging. Die bevindinge dui daarop dat taalbeïnvloeding ook aangewakker word deur veeltalige families en opvoeders. Die IsiNdebele leerders en opvoeders bring isiNdebele na die leeromgewing; daarom ondervind die Sepedi leerders in hierdie skole probleme met die gebruik van aanvaarbare standaard Sepedi as hul praat of opstelle skryf. Die isiNdebele fonologiese klanke soos [z] vir Sepedi, [ts] motswala, [dl] dlala vir Sepedi, [b] bapala, [v] vir Sepedi [β] bula ens. is besig om die Sepedi klanksisteem te infiltreer en word in hoofstuk 3 aangedui. Nadat die leerders se geskrewe werk in hoofstuk 4 geëksamineer is, is bevind dat ’n aanpassing van foneme op die morfologiese, semantiese en die sintaktiese dissipline van die isiNdebele na Sepedi leksikale standard plaasvind. Hoofstuk 5 neem die algehele studie in oënskou. Voorstelle deur taalonderwysers en die navorser aan die Limpopo Onderwysdepartement, die ouers en alle rolspelers betrokke by die onderrig en leer van tale word in die slothoofstuk gestel Copyright / Dissertation (MA)--University of Pretoria, 2013. / African Languages / unrestricted
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Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du ToitDu Toit, Christine January 2012 (has links)
Educationists, linguists and other stakeholders are concerned about the effectivity of the level of
teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional
Language are not qualified in the teaching of specifically a foreign language. There is a lot of
uncertainty concerning the difference between the teaching of a home language and additional
language teaching. In order to ensure learners improvement and achievement as well as future use of
Afrikaans Additional Language it is necessary that the teaching of additional languages, especially
Afrikaans must be given appropriate attention.
The purpose if this study was to determine the selection the teachers made regarding teaching and
learning approaches, methods and teaching materials, including the curriculum, textbooks and other
documents, as well as to establish the perceptions of the learners regarding these approaches,
methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda
District through empirical research, and to undertake a literature study to establish a teaching-learning
program framework that can facilitate to the effective implementation of the National Curriculum and
Assessment Policy Statement in all the language skills of Afrikaans Additional Language.
An interpretive research paradigm was used as foundation for this study. A literature study was
undertaken to establish what such a framework should look like with specific attention to language
skills. Qualitative research was undertaken through using multiple case studies where teachers and
learners who were willing to take part were questioned and observed regarding the teaching of
Afrikaans Additional Language as well as the problems they experienced. Documents such as
teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus:
thematic analysis with the use of the computer software program, NVivo 8, where the data was
reduced and thereafter analysed manually by the researcher. The researcher then used a comparative
analysis to compare the different case studies (schools).
The results of this study showed that the implementation of the curriculum was problematic for
teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather
stick to textbooks. The results also indicated that the teachers who did not use the communicative
approach preferred to teach mainly through direct instruction. The communication in the classrooms
was mainly teacher-orientated and the learners got little chance to use the language in interactive
activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help
teachers with the planning of their teaching as well as the implementation of the curriculum that could
result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012
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Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du ToitDu Toit, Christine January 2012 (has links)
Educationists, linguists and other stakeholders are concerned about the effectivity of the level of
teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional
Language are not qualified in the teaching of specifically a foreign language. There is a lot of
uncertainty concerning the difference between the teaching of a home language and additional
language teaching. In order to ensure learners improvement and achievement as well as future use of
Afrikaans Additional Language it is necessary that the teaching of additional languages, especially
Afrikaans must be given appropriate attention.
The purpose if this study was to determine the selection the teachers made regarding teaching and
learning approaches, methods and teaching materials, including the curriculum, textbooks and other
documents, as well as to establish the perceptions of the learners regarding these approaches,
methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda
District through empirical research, and to undertake a literature study to establish a teaching-learning
program framework that can facilitate to the effective implementation of the National Curriculum and
Assessment Policy Statement in all the language skills of Afrikaans Additional Language.
An interpretive research paradigm was used as foundation for this study. A literature study was
undertaken to establish what such a framework should look like with specific attention to language
skills. Qualitative research was undertaken through using multiple case studies where teachers and
learners who were willing to take part were questioned and observed regarding the teaching of
Afrikaans Additional Language as well as the problems they experienced. Documents such as
teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus:
thematic analysis with the use of the computer software program, NVivo 8, where the data was
reduced and thereafter analysed manually by the researcher. The researcher then used a comparative
analysis to compare the different case studies (schools).
The results of this study showed that the implementation of the curriculum was problematic for
teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather
stick to textbooks. The results also indicated that the teachers who did not use the communicative
approach preferred to teach mainly through direct instruction. The communication in the classrooms
was mainly teacher-orientated and the learners got little chance to use the language in interactive
activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help
teachers with the planning of their teaching as well as the implementation of the curriculum that could
result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012
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Onderwysers se begrip ten opsigte van emosionele bewussyn van die kind in die middelkinderjareKnoetze, Johannalie Susanna 30 October 2007 (has links)
Emotions and its effect on the individual’s general functioning are a key concept of humanity. The modern child is confronted with all kinds of emotional developmental tasks with direct influence on his ultimate figuration to adulthood. Emotion is an internal experience in contrast to the fact that various reactions are displayed externally as a result thereof. Children’s behavior demonstrates that which are experienced internally. It might also be a way to conceal especially those emotions. Emotional awareness manifests through demonstration or concealing of inner feelings. The child’s external reactions to inner feelings must be based on knowledge of what is being experienced. Behavior is mostly a reaction to ignorance of the inner experience which might manifest in anxiety attacks, anger and emotional episodes. Empowerment of the child to recognize and experience emotions enables him to gain insight of emotions as a natural part of human nature. This causes him to develop the ability to express emotion in a socially acceptable manner. The process of emotional awareness alerts the child to the fact those specific emotions results in specific bodily experiences. Emotional awareness is an indication of the child’s knowledge of emotions and its impact in emotional, physical and psychological reactions. It provides an explanation for anxieties and fears which enables the child to own these feelings and take control of it. The middle childhood phase is the period that follows the achievement of a mass of developmental skills like the mastery of language, control over bodily functions and cognitive abilities. These abilities are refined in this phase. Emotional awareness and especially concepts of self and the purpose of individuals in the systems that surrounds him evolves. Considerable part of the child’s day during this phase, is spent at school. Emotional wellbeing can thus efficiently be recognized and addressed by the educational system. The educator’s knowledge of emotional awareness will ensure meaningful emotional development of learners. Results obtained from questionaires completed by educators in primary education indicates a need for understanding of problem behavior in children. The need for education on emotional awareness and techniques for development of emotional awareness in learners is also expressed. The focus of this study is thus on the concept of educators regarding the emotional awareness of learners; the role of emotional awareness in the child’s development and the educators knowledge regarding development of emotional skills and promotion of emotional awareness. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / MSD / unrestricted
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The design and effects of a catch-up reading intervention for grade 5 teachers and learners in NamibiaLiswaniso, Belden 04 1900 (has links)
Summaries In English, Xhosa and Afrikaans / The aim of this study was to carry out a reading comprehension intervention to empower
teachers with knowledge and strategies for teaching reading, with the ultimate goal of
improving the low reading comprehension of Upper Primary learners in Grade 5. The
intervention was carried out for about four months, in which teachers were provided with
teaching and learning resources, guidance on how to utilise the resources, and coaching on
instructional practices. The intervention involved two control and two intervention schools.
A modest interventionist approach was applied in which the six quality criteria for formative
assessment as proposed by Nieveen (2007) were adopted to guide the study. The study was
carried out in three phases. Phase 1 was concerned with the context and problem identification
in which the relevance of the study, the first quality criterion, was addressed. A baseline study
was conducted and the results showed that learners had low decoding and reading
comprehension skills. The baseline study also revealed that teachers and principals had limited
knowledge about reading and comprehension and how to teach them, and the schools were
poorly resourced. Considering the low reading levels and academic performance of the learners, there was a need to improve the learners’ reading comprehension levels through
teacher empowerment to enhance their literacy practices and change their attitudes. The study
was underpinned by two theories of change, namely Guskey’s (1986, 2002) theory of teacher
change and Fishbein’s (2000) Integrative Model of Behaviour Prediction.
Phase 2 was concerned about the design, development and implementation of the intervention
in which four quality criteria were addressed: the consistency, expected practicality, actual
practicality, and the expected effectiveness of the intervention. Phase 3 addressed the actual
effectiveness of the intervention, and the analysis of the pre- and post-intervention scores
showed that the intervention schools improved significantly more than the control schools in
decoding tests. The results also showed that the grade-appropriate age groups (10 and 11-yearolds)
performed significantly higher than the older learners, and that girls had a slightly better
performance than boys in all the assessments. The findings suggest that quality teaching and
learning can happen if teachers receive ongoing support to enhance their instructional practices. / Injongo yolu phando ibe ikukuqhuba umsebenzi wokungenelela kufundo ngokuqiqa
kwanokuqonda intsingiselo equlethwe kumagama abhaliweyo, ukuze kuxhotyise ootitshala
ngezakhono nangeendlela emabafundise ngazo abafundi, khon’ukuze bakwazi ukufunda
nokuqonda okubhaliweyo. Eyona nto lujonge kuyo olu phando, kukukhuphula izinga
lesakhono sokufundwa kwamagama abhaliweyo ngabafundi bebanga lesi-5, ukuze bafunde
ngomoya wengqiqo nokuqonda intsingiselo yoko bakufundayo.
Olu phando lulungenelelo olwaaqhutywa isithuba esingangeenyanga ezine, apho ootitshala
baanikwa izixhobo zokufundisa, kunye nemigaqo yokusetyenziswa kwazo, baza baqeqeshelwa
ukumilisela imiyalelo yokwenza oko bakufundisiweyo. Olu phando lubandakanya amaqela
amabini ezikolo. Elokuqala, lelezikolo ezimbini apho abafundi bebandakanywe kuphando
njengokuba benjalo. Oko kuthetha ukuthi, aba bafundi abanalo ifuthe longenelelo esingalo esi
sifundo. Elesibini, lelezikolo ezimbini ekwenziwe kuzo ungenelelo.
Xa kwakuqhutywa olu phando, kwaasetyenziswa uhlobo longenelelo oluzothileyo (i-modest
intervention approach). Kulapho kwaaphakanyiswa khona ukuba kusetyenziswe imigaqo
emithandathu ekumgangatho ophezulu, apho kuqhutywa uvavanyo olusekwe phezu
kweentlobo-ntlobo zeemvavanyo, ngokwengcebiso kaNieveen (2007).
Olu phando lwaaqhutywa kwizigaba ezintathu. Kwisigaba soku-1, lwalujongene nokubona
ingxaki kunye neemeko eyenzeka phantsi kwazo, Kulapho olu ngenelelo lufuneka khona,
nalapho umgangatho ophezulu nowokuqala waathi waphicothwa ngokubanzi. Isiseko
sophando saaqhutywa, zaza iziphumo zaso zabonisa okokuba izinga lesakhono sokufunda
kwabafundi liphantsi ngokubhekiselele kufundo lwamagama abhaliweyo, kuba bengenaso
isakhono sokuhlalutya ngokupheleleyo instingiselo yamagama abhaliweyo, nesakhono
sokufunda amagama ngomoya wengqiqo. Isiseko sophando sikwadize okokuba iititshala
neenqununu azinalwazi luphangaleleyo malunga nendlela ekufundwa nekuhlalutywa ngayo
amagama izivakalisi kunye neentetho ezibhaliweyo. Kananjalo, isiseko sophando sikwadize okokuba iititshala neenqununu azinazo izakhono zokufundisa abafundi ukufunda nokuhlalutya
okubhaliweyo ngengqiqo, kwaye izikolo ziswele izixhobo zokukhuphula izinga lokufunda
okubhaliweyo ngabafundi.
Ngelokuthathela ingqalelo amazinga aphantsi ngokubhekiselele kwizakhono zabafundi
ekufundeni amagama abhaliweyo, nakwimpumelelo yabafundi kwizifundo zabo ngokubanzi,
kwaabakho imfuneko yokokuba kuphuculwe amazinga ekufundwa ngawo ngabafundi xa
befunda okubhaliweyo. Ngokolu phando, konke oku kuyakwenzeka ngokuthi kuxhotyiswe
ootitshala ngezakhono zokuphucula indlela abaqhuba ngayo xa befundisa abafundi ukubhala
nokufunda okubhaliweyo, ukuze kananjalo batshintshe indlela ababona ngayo. Olu phando
luxhaswe ngemibono emalunga notshintsho, nekuyimibono yeengcali ezimbini, u-Guskey’s
(1986, 2002) ngombono wakhe osihloko sawo sithi “Utshintsho kwititshala” ‘Teacher change’
kunye no-Fishbein’s (2000) ngombono wakhe omalunga nokuphicotha ngokubanzi indlela zokutshintsha okanye ekunokwakhiwa ngazo izimilo okanye indlela ezithile zokuziphatha
(NgesiNgesi yi-“Integrative Model of Behaviour Prediction).
Isigaba sesi-2 sasijongene noku kulandelayo: izicwangciso zokungenelela kwingxuba kaxaka
ethe yaphawulwa kolu phando, ukusebenzisa olu phando njengelinge lokungenelela
ekukhuphuleni izinga lokufunda okubhaliweyo, nasekumiliseleni olu ngenelelo kwinkqubo
zokufundisa okubhaliweyo. Kwesi sigaba kuyakuphicothwa ngokwemigqaliselo emine
ekudidi oluphezulu ekuyile ilandelayo: Ungenelelo lwenziwa rhoqo okanye ngamaxesha
athile; kulindeleke ukuba lwenzeke kangakanani olu ngenelelo? Kanti lona eneneni lwenzeke
kangakanani? Utshintsho olulindelekileyo ngenxa yolu phando olungenelele kwingxaki
ekhoyo yezinga eliphantsi lokufundwa kwamagama okanye okubhaliweyo ngokubanzi.
Kwisigaba sesi-3, kuphicothwe kwabekwa elubala eyona nto iye yenzeka okanye umahluko
oye wabonakala ngenxa yolu ngenelelo xa abafundi befunda amagama abhaliweyo. Ukuze
kubonakale oku, kuphicothwe amanqaku athathwe phambi kokuba kungenelelwe nasemva
kokuba kungenelelwe. Laa manqaku aye abonakalisa okokuba kwizikolo ebekwenziwe kuzo
uphando longenelelo, inqanaba lokufunda amagama abhaliweyo ngomoya wokutolika
ngengqiqo, likhuphuke ngaphandle kwamathandabuzo, laba ke ngoko libhulele amasaka ezo
zikolo bezingakhange zichatshazelwe lungenelelo. Iziphumo zolu phando zikwabonakalisa
okokuba amaqela abafundi (abaminyaka ili-10 ne-11 leminyaka ubudala) ngokwamabanga
abakuwo esikolweni ngokufanelekileyo, bababhulele amasaka abafundi abadala kunabo
ngeminyaka xa kuthelekiswa amanqaku angokufunda ngengqiqo. Ngaphezu koko, amanqaku
amantombazana abe bukhuphuka xa kuthelekiswa nawamakhwenkwe kuyo yonke imisebenzi
yokuvavanywa kwabo. Iziphumo zophando zibonakalisa okokuba ukufundisa nokufunda
okusemgangathweni kungenzeka xa iititshala zisoloko zifumana inkxaso engagungqiyo ukuze
zikwazi ukukhuphula nokuphucula imisebenzi yabo yemihla ngemihla, yokufundisa abafundi. / Die doel van hierdie studie was om 'n leesbegripsintervensie uit te voer om onderwysers te
bemagtig met kennis en strategieë vir leesonderrig, met die uiteindelike doel om die lae
leesbegrip van Hoër Primêre leerders in graad 5 te verbeter. Die intervensie is vir ongeveer vier
gedoen maande, waarin onderwysers onderrig- en leerhulpbronne, leiding oor hoe om die
hulpbronne te benut, en afrigting oor onderrigpraktyke voorsien is. Die intervensie het twee
beheer- en twee intervensieskole behels.
'N Beskeie intervensionistiese benadering is toegepas waarin die ses kwaliteitskriteria vir
formatiewe assessering, soos voorgestel deur Nieveen (2007), gebruik word om die studie te
lei. Die studie is in drie fases uitgevoer. Fase 1 het gehandel oor die konteks en
probleemidentifisering waarin die relevansie van die studie, die eerste kwaliteitskriterium,
aangespreek is. 'N Basisstudie is uitgevoer en die resultate het getoon dat leerders oor lae vaardighede beskik oor dekodering en leesbegrip. Die basisstudie het ook aan die lig gebring
dat onderwysers en skoolhoofde beperkte kennis gehad het oor lees en begrip en hoe om dit te
onderrig, en dat die skole nie genoeg hulpbronne gehad het nie. Met inagneming van die lae
leesvlakke en akademiese prestasie van die leerders, was dit nodig om die leerders se
leesbegripsvlakke te verbeter deur bemagtiging van onderwysers om hul
geletterdheidspraktyke te verbeter en hul houding te verander. Die studie is ondersteun deur
twee teorieë oor verandering, naamlik Guskey (1986, 2002) se teorie oor
onderwyserverandering en Fishbein (2000) se integrerende model van gedragsvoorspelling.
Fase 2 was besorg oor die ontwerp, ontwikkeling en implementering van die intervensie waarin
vier kwaliteitskriteria aangespreek is: die konsekwentheid, verwagte praktiese, werklike
praktiese en die verwagte effektiwiteit van die intervensie. Fase 3 het die werklike effektiwiteit
van die intervensie behandel, en die ontleding van die voor- en na-intervensie-tellings het
getoon dat die intervensie-skole aansienlik meer verbeter het as die beheerskole in
dekoderingstoetse. Die resultate het ook getoon dat die graadtoepaslike ouderdomsgroepe (10
en 11-jariges) beduidend hoër presteer as die ouer leerders, en dat meisies in al die assesserings
effens beter presteer as seuns. Die bevindinge dui daarop dat gehalte-onderrig en -leer kan
gebeur as onderwysers deurlopend ondersteuning kry om hul onderrigpraktyke te verbeter. / Linguistics and Modern Languages
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