Die verband tussen lees- en spelvermoë en akademiese prestasie by Graad 5- tot 7-leerders

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dc.contributor.advisorBeukes, R. B. I.
dc.contributor.advisorEsterhuyse, K. G. F.
dc.contributor.authorBann, Chantal
dc.date.accessioned2016-02-10T06:49:06Z
dc.date.available2016-02-10T06:49:06Z
dc.date.issued2013-07
dc.descriptionArticle 1 of 2. Article 2: http://hdl.handle.net/11660/2279en_ZA
dc.description.abstractEnglish: The purpose of the study was to determine the relationship between the reading- and spelling ability and academic performance of grade 5 to 7 learners. Non-experimental research with a correlational design was followed. The research group consisted of 282 Afrikaans boys and girls in grades 5 to 7. The participants' reading- and spelling abilities were measured by using the ESSI Reading and Spelling Test. For an indication of the learners' academic performance, the learner’s average performance in Afrikaans, English and Mathematics over the past three terms was obtained. It was found that there is a significant positive correlation between reading and spelling ability and academic achievements of grade 5 to 7 learners. Therefore, it can be concluded that the better the learner’s reading and spelling ability, the better the student will tend to perform academically, and vice versa.en_ZA
dc.description.abstractAfrikaans: Die doel van die studie is om die verband tussen lees- en spelvermoë en akademiese prestasies van graad 5- tot 7-leerders vas te stel. Nie-eksperimentele navorsing, met 'n korrelasionele ontwerp is hier gevolg. Die ondersoekgroep het bestaan uit 282 Afrikaanssprekende seuns en dogters in graad 5 tot 7. Die deelnemers se lees- en spelvermoë is deur middel van die ESSI Lees- en Speltoets bepaal. Om 'n aanduiding van die leerders se akademiese prestasie te verkry, is hulle gemiddelde persentasies vir Afrikaans, Engels en Wiskunde oor die afgelope drie kwartale gebruik. Daar is bevind dat daar 'n beduidende positiewe verband tussen lees- en spelvermoë en akademiese prestasie van graad 5- tot 7-leerders bestaan. Die gevolgtrekking kan dus gemaak word dat hoe beter die leerder se lees- en spelvermoëns is, hoe beter die leerder geneig sal wees om op akademiese gebied te presteer, en andersom.af
dc.identifier.urihttp://hdl.handle.net/11660/2278
dc.language.isoafaf
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.A. (Psychology))--University of the Free State, 2013en_ZA
dc.subjectAcademic achievement -- Forecastingen_ZA
dc.subjectReading -- Ability testingen_ZA
dc.subjectSpelling abilityen_ZA
dc.subjectReading (Elementary) -- South Africaen_ZA
dc.subjectEducation, Elementary -- South Africaen_ZA
dc.subjectLiteracy -- Study and teaching (Elementary) -- South Africaen_ZA
dc.subjectReading comprehensionen_ZA
dc.subjectDecodingen_ZA
dc.subjectEncodingen_ZA
dc.subjectPhonological awarenessen_ZA
dc.subjectPhonetic awarenessen_ZA
dc.subjectMorphologyen_ZA
dc.titleDie verband tussen lees- en spelvermoë en akademiese prestasie by Graad 5- tot 7-leerdersaf
dc.typeDissertationen_ZA
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