Summaries In English, Xhosa and Afrikaans / The aim of this study was to carry out a reading comprehension intervention to empower
teachers with knowledge and strategies for teaching reading, with the ultimate goal of
improving the low reading comprehension of Upper Primary learners in Grade 5. The
intervention was carried out for about four months, in which teachers were provided with
teaching and learning resources, guidance on how to utilise the resources, and coaching on
instructional practices. The intervention involved two control and two intervention schools.
A modest interventionist approach was applied in which the six quality criteria for formative
assessment as proposed by Nieveen (2007) were adopted to guide the study. The study was
carried out in three phases. Phase 1 was concerned with the context and problem identification
in which the relevance of the study, the first quality criterion, was addressed. A baseline study
was conducted and the results showed that learners had low decoding and reading
comprehension skills. The baseline study also revealed that teachers and principals had limited
knowledge about reading and comprehension and how to teach them, and the schools were
poorly resourced. Considering the low reading levels and academic performance of the learners, there was a need to improve the learners’ reading comprehension levels through
teacher empowerment to enhance their literacy practices and change their attitudes. The study
was underpinned by two theories of change, namely Guskey’s (1986, 2002) theory of teacher
change and Fishbein’s (2000) Integrative Model of Behaviour Prediction.
Phase 2 was concerned about the design, development and implementation of the intervention
in which four quality criteria were addressed: the consistency, expected practicality, actual
practicality, and the expected effectiveness of the intervention. Phase 3 addressed the actual
effectiveness of the intervention, and the analysis of the pre- and post-intervention scores
showed that the intervention schools improved significantly more than the control schools in
decoding tests. The results also showed that the grade-appropriate age groups (10 and 11-yearolds)
performed significantly higher than the older learners, and that girls had a slightly better
performance than boys in all the assessments. The findings suggest that quality teaching and
learning can happen if teachers receive ongoing support to enhance their instructional practices. / Injongo yolu phando ibe ikukuqhuba umsebenzi wokungenelela kufundo ngokuqiqa
kwanokuqonda intsingiselo equlethwe kumagama abhaliweyo, ukuze kuxhotyise ootitshala
ngezakhono nangeendlela emabafundise ngazo abafundi, khon’ukuze bakwazi ukufunda
nokuqonda okubhaliweyo. Eyona nto lujonge kuyo olu phando, kukukhuphula izinga
lesakhono sokufundwa kwamagama abhaliweyo ngabafundi bebanga lesi-5, ukuze bafunde
ngomoya wengqiqo nokuqonda intsingiselo yoko bakufundayo.
Olu phando lulungenelelo olwaaqhutywa isithuba esingangeenyanga ezine, apho ootitshala
baanikwa izixhobo zokufundisa, kunye nemigaqo yokusetyenziswa kwazo, baza baqeqeshelwa
ukumilisela imiyalelo yokwenza oko bakufundisiweyo. Olu phando lubandakanya amaqela
amabini ezikolo. Elokuqala, lelezikolo ezimbini apho abafundi bebandakanywe kuphando
njengokuba benjalo. Oko kuthetha ukuthi, aba bafundi abanalo ifuthe longenelelo esingalo esi
sifundo. Elesibini, lelezikolo ezimbini ekwenziwe kuzo ungenelelo.
Xa kwakuqhutywa olu phando, kwaasetyenziswa uhlobo longenelelo oluzothileyo (i-modest
intervention approach). Kulapho kwaaphakanyiswa khona ukuba kusetyenziswe imigaqo
emithandathu ekumgangatho ophezulu, apho kuqhutywa uvavanyo olusekwe phezu
kweentlobo-ntlobo zeemvavanyo, ngokwengcebiso kaNieveen (2007).
Olu phando lwaaqhutywa kwizigaba ezintathu. Kwisigaba soku-1, lwalujongene nokubona
ingxaki kunye neemeko eyenzeka phantsi kwazo, Kulapho olu ngenelelo lufuneka khona,
nalapho umgangatho ophezulu nowokuqala waathi waphicothwa ngokubanzi. Isiseko
sophando saaqhutywa, zaza iziphumo zaso zabonisa okokuba izinga lesakhono sokufunda
kwabafundi liphantsi ngokubhekiselele kufundo lwamagama abhaliweyo, kuba bengenaso
isakhono sokuhlalutya ngokupheleleyo instingiselo yamagama abhaliweyo, nesakhono
sokufunda amagama ngomoya wengqiqo. Isiseko sophando sikwadize okokuba iititshala
neenqununu azinalwazi luphangaleleyo malunga nendlela ekufundwa nekuhlalutywa ngayo
amagama izivakalisi kunye neentetho ezibhaliweyo. Kananjalo, isiseko sophando sikwadize okokuba iititshala neenqununu azinazo izakhono zokufundisa abafundi ukufunda nokuhlalutya
okubhaliweyo ngengqiqo, kwaye izikolo ziswele izixhobo zokukhuphula izinga lokufunda
okubhaliweyo ngabafundi.
Ngelokuthathela ingqalelo amazinga aphantsi ngokubhekiselele kwizakhono zabafundi
ekufundeni amagama abhaliweyo, nakwimpumelelo yabafundi kwizifundo zabo ngokubanzi,
kwaabakho imfuneko yokokuba kuphuculwe amazinga ekufundwa ngawo ngabafundi xa
befunda okubhaliweyo. Ngokolu phando, konke oku kuyakwenzeka ngokuthi kuxhotyiswe
ootitshala ngezakhono zokuphucula indlela abaqhuba ngayo xa befundisa abafundi ukubhala
nokufunda okubhaliweyo, ukuze kananjalo batshintshe indlela ababona ngayo. Olu phando
luxhaswe ngemibono emalunga notshintsho, nekuyimibono yeengcali ezimbini, u-Guskey’s
(1986, 2002) ngombono wakhe osihloko sawo sithi “Utshintsho kwititshala” ‘Teacher change’
kunye no-Fishbein’s (2000) ngombono wakhe omalunga nokuphicotha ngokubanzi indlela zokutshintsha okanye ekunokwakhiwa ngazo izimilo okanye indlela ezithile zokuziphatha
(NgesiNgesi yi-“Integrative Model of Behaviour Prediction).
Isigaba sesi-2 sasijongene noku kulandelayo: izicwangciso zokungenelela kwingxuba kaxaka
ethe yaphawulwa kolu phando, ukusebenzisa olu phando njengelinge lokungenelela
ekukhuphuleni izinga lokufunda okubhaliweyo, nasekumiliseleni olu ngenelelo kwinkqubo
zokufundisa okubhaliweyo. Kwesi sigaba kuyakuphicothwa ngokwemigqaliselo emine
ekudidi oluphezulu ekuyile ilandelayo: Ungenelelo lwenziwa rhoqo okanye ngamaxesha
athile; kulindeleke ukuba lwenzeke kangakanani olu ngenelelo? Kanti lona eneneni lwenzeke
kangakanani? Utshintsho olulindelekileyo ngenxa yolu phando olungenelele kwingxaki
ekhoyo yezinga eliphantsi lokufundwa kwamagama okanye okubhaliweyo ngokubanzi.
Kwisigaba sesi-3, kuphicothwe kwabekwa elubala eyona nto iye yenzeka okanye umahluko
oye wabonakala ngenxa yolu ngenelelo xa abafundi befunda amagama abhaliweyo. Ukuze
kubonakale oku, kuphicothwe amanqaku athathwe phambi kokuba kungenelelwe nasemva
kokuba kungenelelwe. Laa manqaku aye abonakalisa okokuba kwizikolo ebekwenziwe kuzo
uphando longenelelo, inqanaba lokufunda amagama abhaliweyo ngomoya wokutolika
ngengqiqo, likhuphuke ngaphandle kwamathandabuzo, laba ke ngoko libhulele amasaka ezo
zikolo bezingakhange zichatshazelwe lungenelelo. Iziphumo zolu phando zikwabonakalisa
okokuba amaqela abafundi (abaminyaka ili-10 ne-11 leminyaka ubudala) ngokwamabanga
abakuwo esikolweni ngokufanelekileyo, bababhulele amasaka abafundi abadala kunabo
ngeminyaka xa kuthelekiswa amanqaku angokufunda ngengqiqo. Ngaphezu koko, amanqaku
amantombazana abe bukhuphuka xa kuthelekiswa nawamakhwenkwe kuyo yonke imisebenzi
yokuvavanywa kwabo. Iziphumo zophando zibonakalisa okokuba ukufundisa nokufunda
okusemgangathweni kungenzeka xa iititshala zisoloko zifumana inkxaso engagungqiyo ukuze
zikwazi ukukhuphula nokuphucula imisebenzi yabo yemihla ngemihla, yokufundisa abafundi. / Die doel van hierdie studie was om 'n leesbegripsintervensie uit te voer om onderwysers te
bemagtig met kennis en strategieë vir leesonderrig, met die uiteindelike doel om die lae
leesbegrip van Hoër Primêre leerders in graad 5 te verbeter. Die intervensie is vir ongeveer vier
gedoen maande, waarin onderwysers onderrig- en leerhulpbronne, leiding oor hoe om die
hulpbronne te benut, en afrigting oor onderrigpraktyke voorsien is. Die intervensie het twee
beheer- en twee intervensieskole behels.
'N Beskeie intervensionistiese benadering is toegepas waarin die ses kwaliteitskriteria vir
formatiewe assessering, soos voorgestel deur Nieveen (2007), gebruik word om die studie te
lei. Die studie is in drie fases uitgevoer. Fase 1 het gehandel oor die konteks en
probleemidentifisering waarin die relevansie van die studie, die eerste kwaliteitskriterium,
aangespreek is. 'N Basisstudie is uitgevoer en die resultate het getoon dat leerders oor lae vaardighede beskik oor dekodering en leesbegrip. Die basisstudie het ook aan die lig gebring
dat onderwysers en skoolhoofde beperkte kennis gehad het oor lees en begrip en hoe om dit te
onderrig, en dat die skole nie genoeg hulpbronne gehad het nie. Met inagneming van die lae
leesvlakke en akademiese prestasie van die leerders, was dit nodig om die leerders se
leesbegripsvlakke te verbeter deur bemagtiging van onderwysers om hul
geletterdheidspraktyke te verbeter en hul houding te verander. Die studie is ondersteun deur
twee teorieë oor verandering, naamlik Guskey (1986, 2002) se teorie oor
onderwyserverandering en Fishbein (2000) se integrerende model van gedragsvoorspelling.
Fase 2 was besorg oor die ontwerp, ontwikkeling en implementering van die intervensie waarin
vier kwaliteitskriteria aangespreek is: die konsekwentheid, verwagte praktiese, werklike
praktiese en die verwagte effektiwiteit van die intervensie. Fase 3 het die werklike effektiwiteit
van die intervensie behandel, en die ontleding van die voor- en na-intervensie-tellings het
getoon dat die intervensie-skole aansienlik meer verbeter het as die beheerskole in
dekoderingstoetse. Die resultate het ook getoon dat die graadtoepaslike ouderdomsgroepe (10
en 11-jariges) beduidend hoër presteer as die ouer leerders, en dat meisies in al die assesserings
effens beter presteer as seuns. Die bevindinge dui daarop dat gehalte-onderrig en -leer kan
gebeur as onderwysers deurlopend ondersteuning kry om hul onderrigpraktyke te verbeter. / Linguistics and Modern Languages
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/27430 |
| Date | 04 1900 |
| Creators | Liswaniso, Belden |
| Contributors | Pretorius, Elizabeth Josephine, Stoffelsma, L. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (v, 330 leaves) : color illustrations, , color map, color graphs, application/pdf |
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