Return to search

Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies / Teaching, reading and spelling in Grade two English second language classes through THRASS methodologies

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)

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/11820
Date08 1900
CreatorsGoosen, Chantel Lee-Anne
ContributorsHugo, Anna Johanna, 1947-
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeDissertation
Format1 online resource ([4], vi, 161 leaves) : illustrations, application/pdf
RightsUniversity of South Africa

Page generated in 0.0022 seconds