Submitted in partial fulfillment of the requirements for the degree
MASTER OF EDUCATION
in the
Department of Educational Psychology and Special Needs Education
of the
Faculty of Education
at the
University of Zululand, 2008. / The aim of this study was to pursue an investigation into the impact reading disabilities have on the academic achievement of a primary school learner.
From the literature study it became evident that learners with reading problems are faced with a lot of problems in primary schools. These problems are manifest in the form of prejudice stigmatization, humiliation and pressure as they often find the teaching and learning materials beyond their scope of comprehension.
There is a need for educator support so that they can fine-tune their instruction to suit the level of the learners with reading problems and for educators to garner the support of parents who may be uninterested about what obtains at school.
Learners with reading problems can be helped by educators whose learning activities are well planned and prepared and their presentation has to captivate the learner’s attention, interest and involvement.
If learners with reading problems do not receive adequate support, they may exhibit the following:
Behavioural problems e.g. being disobedient to the educator.
Have a low frustration threshold.
Develop a negative self-esteem.
Set unrealistic goals for themselves.
Ultimately drop out of school.
Play truant
Shirk their school work.
Absent themselves from school.
Nevertheless, educators need to create a stimulating atmosphere, to exploit reinforcement strategies and set good examples, such as:
Tangible motivators, for example, stars, edibles (nuts and fruits), cinema tickets, colouring books.
Activity orientated motivators such as helping the educator, free play, watching television, painting or drawing.
Social motivators, such as a smile, nod of head etc.
In conclusion a summary was presented on the findings of the literature and empirical study and recommendations are made based on the nature of assistance required by the educators in order to help the learner with reading problems. The recommendations touched on remedial approaches and teaching activities that educators need to utilize to help the reading disabled learner.
Further research should be conducted on barriers to learning that could emanate from inappropriate pedagogy, insufficient support for educators, inappropriate and unfair assessment procedures
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/416 |
| Date | January 2008 |
| Creators | Shandu, Givenson Simphiwe |
| Contributors | Vos, M.S. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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