For several years specialists in reading have debated on how pupils should learn to read. The
debate has focused on two methods of teaching reading, that is, the phonic method and the
whole language method. Some researchers have identified five elements of reading
instruction that are critical to achievement in reading, namely; that reading instruction should
include phonics, phonemic awareness, reading fluency, vocabulary and comprehension.
These are the components that make up what is termed a balanced literacy approach.
Although there is some debate on what constitutes the balanced literacy approach, this study
adopted the understanding of the approach described above. The study investigated whether
the use of the balanced literacy approach could improve standard four pupils’ achievement in
reading and writing in English. The targeted population consisted of twelve schools located
in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the
experimental group were trained twice on balanced literacy approaches, first before the
intervention and midway of the intervention.
Observational measures revealed that teachers generally implemented the treatment. The
post intervention data indicated that pupils responded very well to the activities that were
presented to them. The reading and writing achievement of pupils that were present for the
post-test increased more than those of the control group.
The results obtained suggest that the balanced literacy approach improved the reading and
writing achievement of standard four pupils in the experimental group. / English Studies / D. Litt. et Phil. (English)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/4890 |
| Date | 11 1900 |
| Creators | Kamlongera, Cecilia Esnath |
| Contributors | Marshall, Maria Christina, 1954- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xi, 308 leaves : ill.) |
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