Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Reading is an important skill for the 21st century and are one of the
cornerstones of learning.
Research shows an escalating concern about the reading ability of South
African learners. In an attempt to improve the literacy levels of learners, the
Northern Cape Department of Education, issued a circular to schools
instructing them to implement a daily reading period of 30 minutes. It is
required of schools to indicate the reading period on the timetable and reading
must be formally instructed.
The purpose of the study was to determine the perspectives of teachers
regarding the use of the reading period and school libraries. It is hypothesized
that teachers do not provide enough exposure to learners regarding reading.
Secondly It is hypothesized that teachers do not a create a reading culture or
foster a positive attitude towards reading, because they ignore the reading
period and do not use the library as a resource.
A mixed method approach was followed, where both quantitative and
qualitative research designs was used. The study consisted of a literature
review and an empirical study. The empirical study was conducted at two
high schools in the Namaqua District. The data was collected by means of a questionnaire which was completed by
16 Grade 8 and 9 teachers. Focus group interviews were also conducted with
the participating teachers.
An analysis of the empirical data showed the following :
- According to the results the majority of the teachers are aware of the
reading period.
- The teachers indicated that the reading period is not implemented at both
of the schools.
- The teachers did not receive any guidance or support from the Northern
Cape Education Department to assist learners with reading problems.
- The data showed that both schools do have a school library.
- From the responses of the teachers it seems that the library resources are
old and insufficient.
- The data indicated that the teachers do not use the school library as a
resource to promote teaching and learning.
- The learners are not exposed to the library to assist them with curriculum
assignments. The research confirmed the research hypothesis that the reading period is not
implemented and that the school library is not used by the teachers to
promote the literacy levels and academic performance of the learners. / AFRIKAANSE OPSOMMING: Lees is ʼn noodsaaklike vaardigheid in die 21ste eeu en is een van die
boustene van leer.
Navorsing in Suid-Afrika dui daarop dat leesprobleme in Suid-Afrika besig is
om ernstige afmetings aan te neem. Om die leesvermoëns en
geletterheidvlakke van leerders te verhoog, het die Noord-Kaapse
Onderwysdepartement (NKOD) ʼn omsendskrywe uitgestuur, waarin skole
verplig word om daagliks ʼn leesperiode van 30 minute in te stel. Hierdie
leesperiode moet op die skool se rooster aangedui word. Binne die
leesperiode moet lees op ʼn gestruktureerde manier aangebied word.
Die breë navorsingsdoelstelling van die studie is om ondersoek in te stel na
die perspektiewe van opvoeders rakende die gebruik van die leesperiode en
die skoolbiblioteek. As navorsingshipotese is eerstens gestel dat opvoeders
nie aan die leerders genoeg blootstelling rakende lees gee nie. Tweedens is
gestel dat opvoeders nie ʼn kultuur van lees skep nie of ʼn positiewe houding
teenoor lees by die leerders kweek nie, want hulle verontagsaam die
leesperiode en ignoreer die biblioteek as hulpbron. In hierdie studie is daar gebruik gemaak van ʼn gemengde navorsingsontwerp,
waarvolgens beide kwantitatiewe en kwalitatiewe navorsingsmetodes
gekombineer word om die navorsingsprobleem beter te verstaan. Die studie
het bestaan uit ’n literatuurstudie en ’n empiriese ondersoek. Die empiriese ondersoek is by twee geselekteerde hoërskole in die Namakwa-distrik
gedoen.
Die data is versamel deur ‘n vraelys wat voltooi is deur 16 graad 8- en 9-
opvoeders van die geselekteerde skole. Fokusgroeponderhoude is ook met
die deelnemers gevoer.
ʼn Ontleding van die empiriese data het getoon dat:
- die meerderheid van die opvoeders kennis dra van die leesperiode.
- die leesperiode by nie een van die twee skole geïmplementeer word nie.
- die opvoeders geen leiding en ondersteuning vanaf die Noord-Kaapse
Onderwysdepartement ontvang het rakende hulpverlening aan leerders
met leesprobleme nie.
- beide skole beskik oor ’n skoolbiblioteek.
- die skoolbiblioteek se bronne onvoldoende is en meestal verouderd is.
- die opvoeders nie die skoolbiblioteek gebruik om onderrig en leer te
bevorder nie.
- die leerders ook geen blootstelling kry aan die skoolbiblioteek om take
binne die kurrikulum te doen nie. Die navorsing bevestig die navorsingshipotese dat die leesperiode nie
geïmplementeer word nie en dat die opvoeders nie die skoolbiblioteek as ʼn
bron gebruik om die geletterdheid en akademiese vordering van leerders te
bevorder nie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/86614 |
| Date | 04 1900 |
| Creators | Newman, Linda Rozetta |
| Contributors | Le Cordeur, M. L. A., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 137 p. : ill. |
| Rights | Stellenbosch University |
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