Early reading instruction and identification of learners with reading problems prevent
reading difficulties in the Intermediate Phase. The specific aim of this study is to
explore the role of the Intermediate Phase educator to assess the learners’ reading
skills by using observation and assessment activities, in order to identify learners with
reading problems. The literature study on reading activities explored the letters of
the alphabet, phonemic awareness, spelling, word- recognition, assessment and
word-knowledge. The qualitative research was conducted empirically in the form of a
case study of one learner from the South African public primary school based in
Ikageng location, Potchefstroom. The role of the Intermediate Phase educator is to
develop and administer the reading activities, observe a learner when he or she
recites; writes and identifies the letters of the alphabet; segment words to show his or
her phonological awareness skill; spell words in the dictation test including any
written activity; and reads aloud the single written words to test his or her word
recognition ability. The themes that emerged from the empirical study are as follows:
difficulty in sequencing written letters of the alphabet, inability to segment words,
spelling problems and word recognition problems. The study indicated that the
participant’s reading problems are based on an inability to decode single words. / Psychology of Education / M. Ed. (Educational Psychology)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/7038 |
| Date | 06 1900 |
| Creators | Mkwakwe, Daphne Phindile |
| Contributors | Vogel, H. M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (ix, 88, [18] leaves) |
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