Thesis (DPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study involves a qualitative and quantitative investigation into the promotion
of reading by means media reading instructional strategies to Afrikaans grade 7
learners at one school. The research methodology used is a case study
supported by a literature study.
The aim of this study is five-fold. Firstly, based on the literature study, the study
sets out to establish a theoretical framework for reading at school. This is related
to three problem areas: poor reading comprehension, limited fluency in reading,
and a negative attitude to reading. Underlying assumptions are that reading
problems occur even in learners with above-average intellectual ability and that
many learners cannot function optimally in society because they are poor
readers. Instructional models and different approaches to teaching reading are
explored. This study questions the efficacy of traditional approaches to reading
instruction and makes a strong case for a balanced approach in which both topdown
and bottom-up approaches are integrated in an interactive approach.
Secondly, drawing on the literature survey the study provides a theoretical
framework for using the media and technology in developing and improving
reading. The role of visual literacy in the development of reading is also
examined. It seems that learners have a strong interest in the media as well as
technological aids so educators who have access to these should use them in
the classroom.
Thirdly, the study sets out to design media reading instructional strategies based
on learners' interest in mass media, as well as technological aids. This is so that learners can be empowered with strategies that will enable them to successfully
address their reading problems. The use of media reading instructional strategies
is applied as an alternative to the traditional approach to reading instruction. The case study explores the use of media reading instructional strategies
developed for grade 7 learners studying Afrikaans as a primary language and the
extent to which this is successful. The learners are exposed to an instructional
reading programme consisting of media reading strategies (designed by the
researcher) for a period of 16 weeks. Data generation comprises individual
diagnostic reading tests for learners, interviews with educators and learners and
questionnaires administered to educators and learners. The literature study
provides evidence that poor readers do not necessarily lack the intellectual ability
to make sense of what they read or to read independently.
Results from the case study support the findings that these learners have the
ability to learn a variety of reading strategies which help them to apply the
reading skills that enable them to read successfully. Although the learners in the
experimental group still experienced problems with comprehension, they had
made significant gains in reading fluency and developed a more positive attitude
towards reading.
The main conclusion is that interactive media reading instructional activities can
make a meaningful contribution to learners with reading problems. According to
the findings of this study, learners are more likely to read successfully and follow
a successful academic career if their problems are diagnosed early and they
receive the necessary help and support. / AFRIKAANSE OPSOMMING: Hierdie studie was 'n kwalitatiewe en kwantitatiewe ondersoek na die
bevordering van lees in Afrikaans by die graad 7-leerders van een skool deur die
daarstelling van media-leesonderrigstrategieë. Die navorsingsmetode was 'n
gevallestudie ondersteun deur 'n literatuurstudie.
Die doelwit van die ondersoek was vyfvoudig. Ten eerste het die studie gepoog
om op grand van die literatuurondersoek 'n teoretiese begranding van lees te
verskaf. Dit sluit drie problematiese aspekte van lees in, naamlik gebrekkige
leesbegrip en leesvlotheid en 'n negatiewe leeshouding. Die studie wys daarap
dat leesprobleme manifesteer ten spyte van 'n bo-gemiddelde intellek en dat baie
leerders nie optimaal in die samelewing kan fungeer nie omdat hulle swak lesers
is. Verskillende benaderings tot die onderrig van lees is ondersoek. Die studie
bevraagteken die effektiwiteit van tradisionele benaderings tot leesonderrig. Dit word ten sterkste aanbeveel dat 'n interaktiewe benadering gevolg word waar
beide die top - down en bottom - up -benaderings geïntegreer word.
Tweedens het die studie gepoog om vanuit die literatuurandersoek 'n teoretiese
begranding van katalisators wat lees kan bevorder, naamlik media en
tegnologiese hulpmiddele, te ondersoek. Die rol van visuele geletterdheid in die
onderrig van lees is ondersoek. Die uitgangspunt was leerders se belangstelling
in die media en tegnologiese hulpmiddele en dat opvoeders vandag toegang het
tot 'n verskeidenheid media en tegnologiese hulpmiddele wat hulle van hulp kan
wees met leesonderrig. Opvoeders moet hulself hiervan vergewis ten einde dit
sinvol by die bestaande leesonderrigprogram te kan integreer.
Derdens het die studie ten doel gehad om media-leesonderrigstrategieë te
ontwerp wat gebaseer is op leerders se belangstelling in die media en
tegnologiese hulpmiddele wat die swak leser in staat sal stel am sy / haar
leesprobleme suksesvol aan te spreek. Die gebruik van die media-leesonderrigstrategieë is derhalwe aangewend as 'n alternatief tot die
tradisionele benaderings van leesonderrig.
Vierdens is hierdie media-Ieesonderrigstrategieë by wyse van 'n gevallestudie op
die vlak van graad 7 in die vak Afrikaans geïmplementeer om die sukses daarvan
te bepaal. Leerders is vir 16 weke aan 'n intervensie, 'n program bestaande uit
media-leesonderrigstrategieë, in die Afrikaansperiode blootgestel.
Datagenerering tydens hierdie tydperk van ses maande het behels individuele
diagnostiese leestoetse vir leerders, onderhoude met opvoeders en leerders, en
vraelyste wat deur opvoeders en leerders voltooi is.
Uit die literatuurstudie was dit duidelik dat daar geen probleem was met die
intellektuele vermoëns van die leerders nie en dat hulle wel oor die vermoë
beskik om met begrip en onafhanklik te lees. Die resultate van die gevallestudie
ondersteun hierdie bevinding dat die swak leser wel die vermoë het om
strategies aan te leer wat hulle in staat sal stel om hul leesvaardighede te
verbeter en met sukses te lees.
Ten slote is daar tot die gevolgtrekking gekom dat media-leesonderrigstrategieë
wat deur middel van 'n interaktiewe benadering onderrig word, 'n betekenisvolle
bydrae kan maak tot die bevordering van lees by leerders met leesprobleme.
Alhoewel die leerders steeds met leesbegrip gesukkel het, het hulle leesvlotheid
heelwat verbeter terwyl hulle ook 'n meer positiewe houding jeens lees gehad
het. Daar is bevind dat ten spyte van leerders se leesprobleme hulle 'n baie
goeie kans het om met sukses te lees en 'n suksesvolle loopbaan te volg, mits
hulle betyds die nodige hulp en ondersteuning ontvang.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/18126 |
| Date | 03 1900 |
| Creators | Le Cordeur, Michael Lucien Arnaud |
| Contributors | Menkveld, H., Ridge, E., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | Unknown |
| Type | Thesis |
| Rights | Stellenbosch University |
Page generated in 0.0031 seconds