Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Young learners with reading and writing difficulties cannot reach their full potential in
school. Teachers, parents and illustrators of children’s books cannot assume the efficacy
of illustrations as an aid in developing reading skills as a matter of course. Pierre
Bourdieu’s habitus theory explains perceptual diversity. Illustrations, as varied visual
contexts, can be interpreted in different ways and, therefore, also provoke different
meanings. The thesis proposes that the young learner should be provided with a diversity
of visual stimulants. The thesis proposes that such visual stimulants comprise multiple
characterising in illustrated form. / AFRIKAANSE OPSOMMING: Jong leerders met lees- en skryfprobleme kan nie hul volle potensiaal bereik nie.
Onderwysers, ouers en illustreerders van kinderboeke kan nie die effektiwiteit van
illustrasies as hulpmiddel in die ontwikkeling van leesvaardighede as vanselfsprekend
aanvaar nie. Pierre Bourdieu se habitusteorie verduidelik perseptuele verskille in die
registrasie van beeld en teks. Illustrasies, as gevarieerde visuele kontekste kan op
verskillende maniere geïnterpreteer word en daarom roep dit verskillende betekenisse op.
Die tesis stel voor dat die jong leerder variasies in visuele stimulante behoort te ontvang.
Die tesis stel ook voor dat sodanige visuele stimulante multikarakterisering in
geïllustreerde vorm behels.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/6684 |
| Date | 03 1900 |
| Creators | Badenhorst, Albertina Christina Petronella |
| Contributors | Gunter, E., University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Visual Arts. |
| Source Sets | South African National ETD Portal |
| Language | Stellenbosch : University of Stellenbosch, en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 87 p. : ill. |
| Rights | University of Stellenbosch |
Page generated in 0.002 seconds