Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Given that the South African government intends to improve its literacy rates by
implementing Guided Reading in the primary schools, teachers are challenged to give good
quality Guided Reading instruction. This study evaluates how teachers understand and
implement Guided Reading in Grade 1 and 2 at three public schools in the Western Cape. It
discusses how Guided Reading can be a teaching context in which children learn to construct
meaning independently from text. In addition, the study gives explanation on how to
implement Guided Reading into classrooms. To gather data on teachers’ current
understanding and implementation of Guided Reading, a Guided Reading Self-Assessment
Inventory was used (Fountas & Pinnell 1996:283-285). Data were also drawn from
observations of teachers during their Guided Reading instruction. Analysis of the abovementioned
quantitative and qualitative research data, indicate that teachers have a superficial
understanding of Guided Reading. The new policy requirements for Guided Reading appear
to fail to offer teachers a sufficient explanation of Guided Reading. Without clear explanation
of Guided Reading and practical support, it is expected that South African teachers will
continue with their traditional reading instruction, because they do not fully understand the
concept and value of Guided Reading. This study suggests that South African teachers
struggle to implement Guided Reading in their classrooms, because they do not create Guided
Reading groups based on ongoing assessment and they do not have access to leveled Guided
Reading books. Without addressing these basic requirements, it is unlikely that Guided
Reading will be implemented with any success in South African classrooms. An overriding
conclusion is that Guided Reading instruction needs further research before it can be
implemented correctly on a large scale in the primary schools of South Africa. / AFRIKAANSE OPSOMMING: Die Suid Afrikaanse regering se besluit om begeleide lees “Guided Reading” in primêre skole
te implimenteer om gelettertheid te bevorder, plaas ‘n groot verantwoordelikheid op
onderwysers om hierdie leesbenadering op die juiste manier aan te bied. Hierdie navorsing
fokus op Graad 1- en 2- onderwysers se begrip en uitvoering van begeleide lees in drie
publieke skole in die Wes-Kaap. Die studie poog om onderwysers bewus te maak dat
begeleide lees ‘n raamwerk kan wees waarbinne kinders leer om met begrip te lees asook om
hoe hierdie leesbenadering te implementeer. Om data in te samel oor die huidige stand van
uitvoering van begeleidelees is gebruik gemaak van ‘n “Guided Reading Self-Assessment
Inventory” (Fountas & Pinnell 1996:283-285). Waarnemings is ook gemaak van onderwysers
se begeleide lees onderrig. Die analisering van die data dui op Suid Afrikaanse onderwysers
se gebrekkige begrip van begeleide lees, tot ‘n mate as gevolg van onduidelike
beleidsdokumente. Sonder duidelike instruksie en ondersteuning aan onderwysers is dit te
verwagte dat hulle sal terugval op hul tradisionele onderrigmetodes, terwyl die volle waarde
van begeleide lees hulle ontgaan. Die studie bevind dat onderwysers die leesbenadering nie
korrek tot uitvoering kan bring nie omdat hulle nie hul kinders in groepe plaas aan die hand
van deurlopende evaluering nie, maar ook weens ‘n tekort aan geskikte onderrigmateriaal.
Die sukses van begeleide lees is onwaarskynlik indien hierdie tekorte nie aangespreek word
nie. Die oorheersende slotsom van die studie is dat verdere navorsing in die onderrig van
begeleide lees nodig is voordat dit op groot skaal ingestel kan word by alle primêre skole in
Suid Afrika.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/1581 |
| Date | 03 1900 |
| Creators | Kruizinga, Alide |
| Contributors | Nathanson, Renee, University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | Unknown |
| Type | Thesis |
| Rights | University of Stellenbosch |
Page generated in 0.0025 seconds