The topic of this study was to determine the factors affecting the reading readiness of Grade
R learners in selected preschools in Gauteng Province. The purpose of this study was to
explore factors that affect the reading readiness of Grade R learners as understood by teachers
and mothers. The aim of the study was to establish what factors affect the reading readiness
of Grade R learners. The primary research question asked what factors Grade R teachers and
mothers find affect reading readiness. The secondary research questions asked how Grade R
teachers address these factors in the classroom; who the people involved in the learners’
reading readiness are; and how they contribute to reading readiness.
This study employed a multiple case study approach. Data was collected in six preschools in
Johannesburg through semi-structured, face-to-face interviews with five Grade R teachers
and five mothers of Grade R learners. A focus group discussion with four Grade R teachers
was also conducted. The main findings of the study were eight factors affecting the reading
readiness of Grade R learners: the learner’s individual developmental level; the learner’s
maturity; the learner’s desire to learn to read; the learner’s phonological awareness; the
learner’s need for play and kinaesthetics; the learner’s parents’ contributions; the learner’s
socioeconomic living conditions; and reading stories to the learner. The implication is that
these findings may improve teaching practice and Grade R curriculum development. / Psychology of Education / M. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/22483 |
| Date | 11 1900 |
| Creators | Du Plessis, Susan |
| Contributors | Mohangi, Kesh |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xvi, 200 leaves) : color illustrations |
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