Reading is one of the most important skills (although a complex cognitive
activity) a learner has to master during the early years of schooling. The
reading process involves elements of a learner’s psychological, physical,
linguistic, cognitive, emotional and social worlds. Despite the fact that all
learners have to be able to read, there is an increasing awareness among
professionals of the developmental and educational implications of reading
difficulties with school-going learners world wide.
Reading is a critical tool for the mastery of all other subjects a learner will
meet and one of the best predictors of long-term learning achievement.
Therefore, the need for support must be considered a priority area. After a
thorough investigation and literary study, it is evident that the effective
identification of learning difficulties needs a thorough understanding.
Educators must realise that a given learner, who responds favourably to one
instructional system, may respond very unfavourably to another, because
learners are all unique individuals.
To be able to combine speech sounds in a way that recipients can understand
the message, learners have to be ready to develop an understanding of
phonology, morphology and syntax, therefore maturation must always
precede learning and, in the context of this study, emergent literacy must
precede reading. Maturation is characterised by a fixed order of progression
wherein the pace may vary, but not the sequence. The creative use of
language is entirely dependent on the ability to assemble simple building
blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language
development and the most crucial aspect in both music and language
development is the perception of sound and the core in music and language
are the ability to listen. The aim of this study was to investigate the use of music and related activities
as part of an intervention strategy to improve reading skills, such as phonics,
of learners who have reading difficulties. The researcher proved that a wellplanned
intervention method and learning strategy through music activities
may be used to develop the reading skills in learners who have reading
difficulties. / Educational Studies / D. Ed. (Inclusive Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/4059 |
| Date | 11 1900 |
| Creators | Horn, Catharina Aletta |
| Contributors | Davin, Reda J. (Reda Johanna) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xv, 284 leaves :ill., music) |
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