Magister Educationis - MEd / Reading is one of the components of literacy that plays a crucial role in accessing knowledge.
It develops the children’s mind and stimulates their understanding of the reading content and
enables them to function and communicate effectively in society. Research conducted in the
field of literacy suggests that there is a literacy crisis (especially in reading), around the
world. Recent research indicates that South African Foundation Phase learners perform
poorly in reading comprehension. Considering poor literacy results observed in South Africa,
it is important to explore reading as a socio-cultural and cognitive practice and to identify the
factors that contribute towards adequate acquisition of reading comprehension skills in the
Foundation Phase. Thus the focus of this study is on reading comprehension in isiXhosa
Home Language which is used as the main language of learning and teaching from Grade R -
3. I have used a qualitative approach as an underpinning research methodological framework
for this study. Data was collected by means of interviews and classroom observations from
two selected Grade three classrooms in one primary school in the Western Cape. The findings
of this study illustrate the significance of learners’ prior knowledge and the use of adequate
resources to enhance learners’ reading comprehension. The study concludes that reading
comprehension is a cognitive process that demands innovative teaching approaches that will
facilitate meaningful learning across the curriculum.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uwc/oai:etd.uwc.ac.za:11394/6969 |
| Date | January 2019 |
| Creators | Siyothula, Ayanda |
| Contributors | Nomlomo, Vuyokazi |
| Publisher | University of the Western Cape |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Rights | University of the Western Cape |
Page generated in 0.002 seconds