The role of teachers has been defined as that of providing knowledge and skills to learners, so it is imperative for them to understand their roles and responsibilities in. This extends to language teachers’ enhancing their performance in teaching reading, particularly because of the large and increasing number of learners who are having reading difficulties. Their inclusion in mainstream classrooms necessitates that teachers optimise reading to all learners who are experiencing reading difficulties. In some schools teachers are underqualified or not qualified to teach language, hence there are inadequate strategies for teaching reading skills. The study will shed light on how to help teachers in imparting reading skills to learners in KwaDukuza circuit, South Africa. It analyses the role of inclusive intermediate phase teachers in imparting reading skills, with 80% of schools in the circuit requiring training for teachers, to empower them to assist learners with reading difficulties. The qualitative method as mode of inquiry used in the study was suitable for gaining more information on and understanding of the role of inclusive teachers in teaching reading skills to learners Qualitative data elucidated the role of teachers in imparting reading skills and the study was carried out with 20 participants, comprising 10 learners, five School Management Team (SMT) members chosen because they had final accountability in teaching and learning, and five teachers selected by purposive sampling because they were either language teachers or inclusive teachers of reading in schools. Observation of actions they embarked on were made to illuminate teachers’ roles. The findings of the study determined that there was a major consensus that the ability of teachers to deliver good reading instruction was the most powerful factor in determining how well learners learn to read. Appropriate resources, adequate human resources, and material resources are an integral part of teaching of reading. The study makes recommendations and suggests further areas of research. / 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:10500/19938 |
| Date | 11 1900 |
| Creators | Mthethwa, Gugulethu Octavia |
| Contributors | Maguvhe, Obert |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xi, 99 leaves) : illustrations (some color) |
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