Thesis (MEd)--University of Stellenbosch, 2005. / An autobiographical narrative is imparted through different phases of understanding of the
reading process, which developed over time in various fields in education.
The reading process is discussed from different perspectives, based on own experience: as
initial reader who has to master the reading process in a period when meaning of the context
is of minor consideration, as teacher of young and struggling readers, as trainer of candidate
remedial teachers, as curriculum and resource developer and author of publications with the
objective of making the reading process more accessible to learners and teachers, and
ultimately as in-service trainer of teachers in an era when children's reading skills deteriorate
markedly.
After critical reflection and consideration it was concluded that teachers involved in reading
instruction and support are empowered only if they can critically reflect on and examine their
personal practices in view of a good understanding of the reading process.
Different models of understanding, developed over time, were utilised for better insight.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/2254 |
| Date | 12 1900 |
| Creators | Hanekom, Annatjie |
| Contributors | Newmark, R., Perold, M., Le Grange, L.L., University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Stellenbosch |
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