Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the
use of isolated item-based literacy teaching methods. However, the low literacy levels in the
Western Cape primary grades do not indicate successful literacy learning. Therefore, this
study seeks to implement alternative approaches to fostering literacy comprehension, such
as socio-cognitive processing and constructivist approaches, which are more in line with
current research than the traditional items based models of literacy instruction.
The alternative, research-based methods were explored through the implementation of an
individualized contingent literacy intervention with emergent literacy learners. The
intervention took shape as a comparison between low progress learners, who participated in
the literacy intervention lessons, and average progress learners, who did not participate in
the literacy intervention lessons. The aim was to accelerate the low progress learners’
literacy learning so that they could reach the average-band performance of their classmates
after 12 weeks in the intervention. Data were gathered by means of observations of learners
and a Grade one teacher, an interview with the teacher and assessment results obtained in
a pre-mid-post-test design. In order to triangulate the results of the intervention, both
qualitative data and quantitative data were obtained and discussed. Based on qualitative
data, the intervention lessons proved to be successful, because observations indicated
positive change in the low progress learners’ reading and writing behaviours. Given the
small sample size, the overall trend in the quantitative data supported the value of the
intervention and indicated a need for extending the research beyond a pilot study. Further
research using larger sample sizes is thus recommended. More research is also needed to
obtain data on research-based interventions that are flexible enough to meet the diverse
needs of learners from different cultural backgrounds. / AFRIKAANSE OPSOMMING: Die meerderheid Wes-Kaapse skole maak gebruik van intervensie programme wat geskoei
is op die geïsoleerde item-geletterdheidsmetodes. Die lae geletterdheidsvlakke in die Wes-
Kaapse laerskool grade reflekteer egter nie positief op die metode wat tans gebruik word
nie. Daarom word hierdie studie onderneem met die oog op alternatiewe benaderings om
geletterdheid te bevorder en sodoende verbeterde leesbegrip tot gevolg sal hê. Die
benaderings ter sprake is sosio-kognitiewe prossessering en konstruktivistiese benaderings,
wat beide meer in gehoor is met huidge navorsing.
Deur alternatiwe navorsingsgebaseerde metodes, is ‘n individuele geletterdheid-intervensie
program ontwikkel vir ontluikende geletterdheidsleerders. Die intervensie is geïmplementeer
en gemeet deur middel van ‘n vergelyking tussen stadig vorderende leerders en gemiddeld
vorderende leerders, waarvan laasgenoemde nie in die intervensie lesse deelgeneem het
nie. Sodoende kan die impak onafhanklik vergelyk word. Die doel was om die stadig
vorderende leerders se geletterdheidsvlak te versnel ten einde dieselfde geletterdheidsvlak
van hul gemiddeld vorderende klasmaats binne 12 weke te behaal. Data is ingesamel deur
middel van observasies van die leerders en ‘n Graad 1 juffrou, ‘n onderhoud met die juffrou
en toetsresultate verkry in ‘n voor-middel-na-toets ontwerp. Om die resultate van die
intervensie interpreteerbaar te vergelyk, is beide kwalitatiewe en kwantitatiewe data
ingesamel en bespreek. Uit die kwalitatiewe data blyk dit dat die intervensie lesse suksesvol
was aangesien die observasies dui op ‘n positiewe lees en skryf gedragsverandering in die
stadig vorderende leerders. Met die klein steekproef van leerders betrokke, was die
algemene tendens van die kwantitatiewe data dat die intervensie wel waardevol was, maar
dat verdere studies met groter steekproef groepe noodsaaklik is. Verdere navorsing t.o.v.
die insameling van data vir navorsingsgebaseerde intervensies is nodig. Hierdie data
insameling en evaluasie tegnieke moet die diverse behoeftes van leerders, afkomstig van ‘n
verskeidenheid agtergronde, in ag neem en akkomodeer om resultate vergelykbaar te maak.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/6804 |
| Date | 03 1900 |
| Creators | Swart, Marika |
| Contributors | Nathanson, Renee Riette, University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | xiv, 166 p. : ill. |
| Rights | University of Stellenbosch |
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