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dc.contributor.advisorHuysamer, B. F.
dc.contributor.authorVenter, Annelize
dc.date.accessioned2016-01-14T06:56:19Z
dc.date.available2016-01-14T06:56:19Z
dc.date.issued2007-05
dc.identifier.urihttp://hdl.handle.net/11660/2199
dc.description.abstractEnglish: The ability to read, lays the basis for learning, and should form part of every person’s education. A competent reader is a capable human being, well prepared to face the challenges of life. Consequently, it is extremely important that all schools see to it that learners exiting the foundation phase have mastered the required reading skills. Despite daily instruction in reading during the foundation phase by well-qualified teachers, learners are still experiencing too many problems. This observation gave rise to this study and prompted the researcher to look anew at all factors (external as well as internal) contributing to reading problems. It also provided the stimulus to investigate the various approaches to reading currently used by schools, with a view to determining possible shortcomings/deficiencies. A review of the relevant literature gave valuable insight into the following facets of reading: the nature of reading; the fundamental skills needed for reading; the phases of reading development; and the possible underlying reasons for some learners’ struggle to master reading skills. It became clear that in cases where the fundamental reading skills have not been thoroughly entrenched/fixed, reading problems could be expected. Reading problems may present as a result of external or internal factors, but the former usually play the more prominent role. The researcher also took a penetrating look at the various approaches to reading. The differences of opinion among experts as to the applicability of specific approaches to reading, as well as the advantages and disadvantages associated with the different perspectives on reading, is noteworthy. This lead to the following questions: Is any consideration ever given to the unique learning style of individual readers when decisions about reading approaches are made? Are teachers making proper use of learners’ physical senses to enhance the learning experience? Is it possible that learners who enjoy mastering reading skills learn to read any faster? Are there any other aspects contributing to successful reading instruction that should also be taken into account? The above-mentioned questions drew the researcher’s attention to the multisensory approach to reading – an approach especially effective for learners who are already experiencing reading problems. Accordingly, it was the main aim of this study to design, implement and evaluate a multisensory reading programme that could play a significant role in the process of mastering reading skills. After the programme was designed, an empirical investigation followed. A quantitative research design was applied, and One-way and Factorial Analysis of Variance (Anova) were used, together with Scheffé tests and T tests to provide post hoc analyses. The collection of data went through four phases. During the first phase, a questionnaire was designed and sent out to teachers currently engaged in the foundation phase in Bloemfontein and environs. In the second phase, questionnaires were sent out to foundation phase education students in their final year at the University of the Free State. During phase three, the multisensory reading programme was implemented at four primary schools in the Heidedal area. In phase four, the ESSI as standardised exploratory medium was used to determine the effect, if any, of the multisensory reading programme on learners’ reading skills. After the four phases were completed, the data was statistically processed. Generally speaking, the aim of this study was to focus on the advantages associated with applying the multisensory learning approach in practice. The researcher trusts that this study will broaden the horizons of all those involved in teaching learners the fundamental skills of reading, and that it would contribute to raising the standard of reading - something that is enormously problematical in this country at the time of writing.en_ZA
dc.description.abstractAfrikaans: Die vermoë om te kan lees, vorm die grondslag van leer en behoort deel van elke mens se opvoedingsproses te vorm. Lees word beskou as die belangrikste stuk gereedskap waarmee leerders toegerus moet word en daarom moet dit een van die skool se hoofprioriteite wees om toe te sien dat leerders wat die grondslagfase verlaat, wel bemagtig is met die nodige leesvaardighede. Ten spyte van daaglikse leesonderrig in die grondslagfase deur goed gekwalifiseerde onderwysers, ondervind té veel leerders steeds leesprobleme. Die bewuswording van hierdie tendens het aanleiding gegee tot hierdie studie en dit het die navorser aangespoor om opnuut te gaan kyk na faktore (ekstern en intern) wat leesprobleme veroorsaak, asook om moontlike leemtes binne die verskillende leesbenaderings wat tans in skole gebruik word, te bepaal. ‘n Literatuurstudie is aangepak ten einde kennis te bekom oor wat lees veronderstel is om te wees, die grondvaardighede van enige leer/lees, die fases van leesontwikkeling en die moontlike oorsake van probleme met die bemeestering van leesvaardigheid. Verder blyk dit dat indien die grondvaardighede vir lees nie genoegsaam vasgelê word nie, dit aanleiding kan gee tot leesprobleme. Leesprobleme op sigself kan presenteer as gevolg van eksterne of interne faktore, maar eksterne faktore speel gewoonlik ‘n meer prominente rol. Voorts is die navorser gelei op die weg na die verskillende leesbenaderings. Uit die literatuur blyk dit dat meningsverskille tussen kundiges bestaan oor die geskiktheid van bepaalde leesbenaderings, en of een beter sou wees as ‘n ander, asook oor die voor- en nadele van hierdie leesbenaderings. Dit het die vraag laat ontstaan of leerders se leerstyle ooit in ag geneem word in besluite oor die gebruik van leesbenaderings, of leerders se sintuie genoegsaam ingespan word om leer te laat geskied, of leerders, indien hulle die aanleer van leesvaardighede sou geniet, dalk vinniger sou leer lees, en of die aspekte van belang vir sukses in die onderrig van lees wel vervat is in die verskillende benaderings. Dit het ‘n ondersoek genoop na multisensoriese leesbenadering, wat veral effektief blyk te wees vir leerders wat reeds leesprobleme ervaar, wat dan ook die doel van hierdie studie was, naamlik om die Multisensoriese Leesprogram te ontwerp, dit te implementeer en dan te evalueer om sodoende die bes moontlike program daar te stel wat ‘n beduidende rol kon speel in die suksesvolle bemagtiging van leesvaardighede. Na afloop van die ontwerp van die program, is tot die empiriese ondersoek oorgegaan. ‘n Kwantitatiewe navorsingsontwerp is gebruik en die metodes wat aangewend is vir data-insameling was die Eenrigting- en Faktoriale Variansieontleding (Anova) met Scheffé toetse en T-Toetse as post-hoc ontledings. Die insameling van data het geskied in vier fases. In die eerste fase is ‘n vraelys ontwerp en uitgestuur aan onderwysers wat tans in die grondslagfase onderrig gee. Hierdie vraelys is uitgestuur na skole in Bloemfontein en omgewing. In die tweede fase van data-insameling is ‘n vraelys uitgestuur aan finalejaar grondslagfaseonderwysstudente aan die Universiteit van die Vrystaat. In fase drie is die Multisensoriese Leesprogram by vier primêre skole in die Heidedal omgewing geïmplementeer. Tydens fase vier is die ESSI as gestandaardiseerde verkenningsmedium gebruik om te bepaal watter effek die Multisensoriese Leesprogram op die leerders se leesvaardighede sou hê, indien enige. Eenrigting- en Faktoriale Variansieontledings (Anova) is gedoen met Scheffé-toetse en T-Toetse as post hoc-ontledings vir statistiese verwerkings. Deur hierdie navorsing het die navorser gepoog om opnuut die aandag te vestig op die voordele en moontlike gebruik van multisensoriese leer. Die vertroue word uitgespreek dat hierdie studie belanghebbendes in aanvangsonderwys se visie sal verruim en dat daar meer aandag aan ‘n multisensoriese leesbenadering geskenk sal word as bydraende metode om die huidige onbevredigende leespeil van die jeug teë te werk.af
dc.description.sponsorshipNNSen_ZA
dc.description.sponsorshipUniversity of the Free Stateen_ZA
dc.language.isoafaf
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectThesis (Ph.D. (Pscyhology of Education))--University of the Free State, 2007en_ZA
dc.subjectReading (Elementary) -- South Africa -- Bloemfontein -- Heidedalen_ZA
dc.subjectReading -- Education (Elementary)en_ZA
dc.subjectLiteracy programs -- South Africa -- Bloemfontein -- Heidedalen_ZA
dc.subjectPsycholinguistic approach to readingen_ZA
dc.subjectSynthetic approach to readingen_ZA
dc.subjectMultisensory approach to readingen_ZA
dc.subjectInteractive approach to readingen_ZA
dc.subjectAct of readingen_ZA
dc.subjectPhases of reading developmenten_ZA
dc.subjectReading problemsen_ZA
dc.subjectMultisensory reading programmeen_ZA
dc.titleDie ontwerp, implementering en evaluering van 'n Multisensoriese Leesprogram vir Graad 3-leerders in Heidedalaf
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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