As theories on the process of reading have advanced so definitional changes have
resulted. This in turn has impacted on the teaching of reading. Comprehension is not
the result of successful word recognition, rather, meaning is constructed by the reader
using various sources as a frame of reference. Reading requires an interaction between
the reader, the text read and the context in vvhich it is read. Reader factors involve
language competencies, prior knowledge, vocabulary, the use of strategies and
attitudes and motivation. The text may be narrative or expository and encompasses
instructional materials. The tvvo broad categories in the context are the classroom
setting and the instructional context.
An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual
differences as being a probable cause of failure but postulates that the school and all
that it encompasses, can be a barrier to learning and development. As such it is not
deficit driven, attributing failure to learners alone. In the case of reading, this means not
attributing reading failure to the reader alone but acknowledging the role of the text and
the context. This point of departure is confirmed by an interactive model of disability,
which, while still explaining reading deficits, advances that alternative areas also be
investigated. Focusing on abilities is conducive to proactivity in the prevention of
barriers to learning and development.
To be inclusive therefore, mainstream schools generally and classrooms specifically, will
need to be reformed and restructured to be more responsive to learners experiencing
barriers to learning and development. This will require enhanced teaching methods and
flexible support systems. Accommodating diversity presupposes the acknowledgement
of each learner's uniqueness in order to meet individual needs. This will be facilitated
when in the compilation of a reading programme to meet individual needs, the reader,
the text and context are matched through assessment and instruction .
A reading programme to enhance the teaching of reading and thereby meet individual
needs has been compiled and implemented in a mainstream, intermediate phase class.
From this practical experience and the literature studied, guidelines for the teaching of
reading have been formulated for teachers in the intermediate phase to use within the
context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17172 |
| Date | 11 1900 |
| Creators | Lategan, Irene Anne Stewart |
| Contributors | Kruger, Deirdre |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xxi, 257 leaves) : illustrations, some color |
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