Die verband tussen leesbegrip en woordherkenning by primereskoolleerlinge
| dc.contributor.advisor | Esterhuyse, K. G. F. | |
| dc.contributor.advisor | Beukes, R. B. I | |
| dc.contributor.author | Du Plessis, Yolandi | |
| dc.date.accessioned | 2017-11-06T07:23:08Z | |
| dc.date.available | 2017-11-06T07:23:08Z | |
| dc.date.issued | 1998-12 | |
| dc.description.abstract | English: Language consists of spoken or auditive language and visual or written language. The auditive language form can be subdivided further into receptive and expressive components. Reading and written language represent the visual language form. This study focused particularly on reading skill. Reading skill is very important for effective functioning at school. The reading process consists of different phases through which each person goes in order to become an efficient reader. During reading, words must first be recognised (word recognition) and then integrated with the comprehension thereof. Reading comprehension is thus brought about if words are recognised and placed in context. However, word recognition does not necessarily result in reading comprehension. The various techniques for word recognition, vocabulary of recognisable words, concepts, word meanings and reading comprehension are abilities that are not acquired separately. Constant interaction between these skills is necessary in order to ultimately master the reading process and prevent learning problems. It is evident from the previous paragraph that word recognition skill and reading comprehension skill are closely linked. In view of this, the connection between word recognition and reading comprehension was investigated. The ESSI reading and spelling test was used to test the word recognition of the pupils, and the diagnostic reading test was used to test reading comprehension. Both these tests are reliable and valid measuring instruments. The results of this study imply that there is a statistically significant correlation between word recognition and reading comprehension. This means that, if a pupil has poor word recognition skills, the chances are good that he/she will also not have good reading comprehension. | en_ZA |
| dc.description.abstract | Afrikaans: Taal bestaan uit gesproke of ouditiewe taal en visuele of geskrewe taal. Daar kan verder twee komponente van die ouditiewe taalvorm onderskei word, naamlik reseptiewe en ekspressiewe komponente. Lees en geskrewe taal verteenwoordig die visuele taalvorm. In hierdie studie is daar veralop die leesvaardigheid gekonsentreer. Die leesvaardigheid is 'n baie belangrike komponent om uiteindelik doeltreffend op skool te funksioneer. Die leesproses toon verskillende fases waardeur elke persoon gaan om doeltreffende lesers te word. Tydens lees moet woorde eers herken word (woordherkenning) en dan geïntegreer word met die begrip daarvan. Leesbegrip word dus verkry indien woorde herken en in konteks geplaas word. Leesbegrip is egter nie 'n noodwendige gevolg van woordherkenning nie. Verskeie tegnieke vir woordherkenning, sigwoordeskat, konsepte, woordbetekenisse en leesbegrip is vermoëns wat nie afsonderlik aangeleer word nie. Daar is 'n voortdurende wisselwerking tussen hierdie vaardighede nodig om die leesproses uiteindelik te bemeester en leerprobleme te voorkom. Vanuit die voorafgaande paragraaf is dit duidelik dat daar 'n noue verbintenis tussen woordherkenning- en leesbegripvaardigheid is. Na aanleiding hiervan is daar na die verband gaan kyk tussen woordherkenning en leesbegrip. Die ESSI-Iees- en speltoets is gebruik om woordherkenning by die leerlinge te toets en die Diagnostiese leestoets is gebruik om leesbegrip te toets. Beide hierdie toetse is betroubare en geldige meetinstrumente. Die resultate van hierdie studie impliseer dat daar 'n statisties beduidende verband is tussen woordherkenning en leesbegrip. Dit beteken dat indien 'n leerling oor swak woordherkenningsvaardighede beskik die kanse goed is dat hy/syook nie goeie leesbegrip gaan hê nie. | af |
| dc.identifier.uri | http://hdl.handle.net/11660/7414 | |
| dc.language.iso | af | af |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Reading (Elementary) | en_ZA |
| dc.subject | Reading comprehension | en_ZA |
| dc.subject | Word recognition | en_ZA |
| dc.subject | Dissertation (M.A. (Clinical Psychology))--University of the Free State, 1998 | en_ZA |
| dc.title | Die verband tussen leesbegrip en woordherkenning by primereskoolleerlinge | af |
| dc.type | Dissertation | en_ZA |