In South Africa, the topic of reading has been of great interest on the development of
language since it has been estimated that 12 million learners will go through the
education system per year. A key concern for all these learners is language. The
majority of South African learners do not speak English as their home language, yet
the dominant language of learning and teaching (LoLT) is English. It is important for
these learners to become fluent in the LoLT as the future of education is dependent
upon it. South Africa has been struggling since 2001 to implement a programme in
schools that will improve the Literacy abilities of learners.
An in-depth study was undertaken to determine whether the THRASS methodology
would possibly improve the reading and spelling abilities of Grade 2 English second
learners at an inner city school in Pretoria. The research explored the reading and
spelling difficulties encountered by these learners. A profile of the Grade 2 English
second language learner was compiled. An understanding of how the THRASS
programme works has been included. The results from the research indicated that
the reading abilities of the Grade 2 learners had improved, however, there was not a
significant difference in their spelling abilities. / Inclusive Education / M. Ed. (Inclusive Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/11820 |
| Date | 08 1900 |
| Creators | Goosen, Chantel Lee-Anne |
| Contributors | Hugo, Anna Johanna, 1947- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource ([4], vi, 161 leaves) : ill. |
| Rights | University of South Africa |
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