Thesis (MTech (Education Management))--Peninsula Technikon, 2002 / In this thesis it is argued that attempts by teachers to 'simulate' middle class
home based reading practices in working class schools is not effective in
building a reading culture among young learners. The "mismatch' between
learners' home and school cultures inhibits this. Instead, an understanding of
the different ways in which learners construct their view of literacy through
their interactions at school should be sought. This can be achieved through an
analysis of a range of literate actions and interactions in the school context.
As reading is associated with academic success more generally" it is proposed
that integrating supplementary reading into mainstream academic subjects,
particularly ,,"here those subjects are interesting to learners, is more effective
in the promotion of reading practices than the traditional provision of
supplementary reading material.
Thus, it is proposed that supplementary reading should be introduced to
support mainstream academic work, particularly in those subjects which are of
interest to learners at this level. But offering learners a variety of reading
situations in this research project. it was found that learners felt more
"empowered' to make reading choices and to become intrinsically motivated
to read.
What has emerged from this research is that children's reading is very
complex - and if it is to be adequately supported, it is likely to need a "multipronged'
approach, By this it is meant that it not sufficient to offer
supplementary reading texts and activities at school when these are not
consistent with practices in the home.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/1941 |
| Date | January 2002 |
| Creators | Botes, Geary |
| Publisher | Peninsula Technikon |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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