- Title
- An Investigation into the Management of Efficient Reading of Learners in Nelson Mandela Schools
- Creator
- Nomajoko, Nothenjana Albertina
- Date Issued
- 2012
- Date
- 2012
- Type
- Masters theses
- Type
- text
- Identifier
- http://hdl.handle.net/11260/2952
- Identifier
- vital:43096
- Description
- Reading has become centre of debate amongst teachers, principals, parents, departmental officials and the entire community of South Africa who are interested in education. Public concern over the teaching of reading has mounted in response to inflammatory statements and articles in popular media across the world. According to a statement in South African teachers’ newsletter about 35% of the children in public schools of this country were reported to have reading difficulties. Even the South African Minister for Basic Education, Angie Motshega, in her public statement on grade 12 results in 2010, mentioned reading as the major problem leading to high failure rate. Being a language teacher the researcher in this study believes every learner can read and write on completion of Foundation Phase Level in our schools and that every teacher can help learners with reading and writing difficulties. This study aims to identify the strategies that help teachers to be able to teach reading effectively and efficiently. This study will be of great value to the society at large. Teachers will benefit from this study as various teaching strategies to teach reading will be exposed. The main focus of this study was to explore the factors contributing towards efficient, effective and successful reading of learners in a well-resourced classroom and well equipped teacher. Foundation Phase is where learners acquire the most important skills for lifelong learning. The reading program is a necessity for every public school. A qualitative investigation was undertaken with the purpose to expose the strategies that help teachers in Nelson Mandela Schools (NMS). The study was undertaken in two schools that are in the reading program under the Nelson Mandela Institute (NMI) . The schools were conveniently sampled as the researcher is in one of the schools, so as to obtain easy access. The principals of the two schools and the Foundation Phase teachers were identified as the participants since the program is focusing mainly in the phase. Qualitative data were collected through questionnaires and semi-structured interviews. The outcomes pointed out that parental involvement in their children’s learning is seen as a major contributing factor in learners reading and writing efficiency. The well resourced classrooms and well equipped teachers are also contributing.
- Description
- Thesis (MMED) -- Faculty of Educational Sciences, 2012
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (88 pages)
- Format
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Educational Sciences
- Language
- English
- Rights
- Walter Sisulu University
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | NOTHENJANA_ALBERTINA_NOMAJOKO[2].pdf | 1 MB | Adobe Acrobat PDF | View Details Download |