Exploring teachers’ experiences of teaching reading in the Foundation Phase classrooms

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dc.contributor.advisorRamabenyane, M. J.
dc.contributor.advisorMartin, C. D.
dc.contributor.authorSegooa, Mapule Yvonne
dc.date.accessioned2021-07-06T14:10:22Z
dc.date.available2021-07-06T14:10:22Z
dc.date.issued2020-11
dc.description.abstractThe aim of this study was to explore teachers' experiences of teaching reading in Foundation Phase classrooms in terms of understanding their applications of strategies towards the successful teaching of reading. A qualitative research methodology was adopted in a case study design. Data was generated using semi-structured interviews and classroom observations. Teaching reading has been an ongoing challenge in Foundation Phase classrooms. The research study focused on three schools from different settlement areas in the Limpopo Province of South Africa. These findings revealed that teachers' classroom practice was not consistent with current best practice and the modern theories of teaching reading. This factor negatively affects their expertise in teaching reading using the CAPS (2011) recommended reading methodologies in general. The challenges faced by applying different reading methodologies might be the reason for learners' inability to achieve successful reading outcomes in the Foundation Phase classrooms.en_ZA
dc.identifier.urihttp://hdl.handle.net/11660/11181
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2020en_ZA
dc.subjectChallengesen_ZA
dc.subjectReadingen_ZA
dc.subjectReading methodologiesen_ZA
dc.subjectReading componentsen_ZA
dc.subjectFoundation phaseen_ZA
dc.subjectReading -- Early childhooden_ZA
dc.titleExploring teachers’ experiences of teaching reading in the Foundation Phase classroomsen_ZA
dc.typeDissertationen_ZA
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