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en Nasionale Kurrikulumverklaring (NKV) om leerderprestasies in die geheel te verseker. Meldeane M.G. Thorne Mei 2007 iv
ABSTRACT An investigative study of the connection between reading skills and learner performance of Grade 10 learners Magister Educationis mini-thesis, Faculty of Education, University of the Western Cape. Reading is the foundation of learning and scholarship and forms part of every educated person’s repertoire (Meyer, 1987). The focus and main objectives of the research were to investigate the connection between reading skills and learner performance of Grade 10 learners at an Afrikaans medium high school in the Western Cape. The research also attempts to identify strategies to enhance reading and study skills in order to improve learner performance. A case study approach was employed to ensure an indepth study at the specific high school. The two groups of learners in Grade 10 were selected according to their reading and academic performance. The research employed a qualitative and quantitative research methodology. The qualitative research identified themes and relationships, while the quantitative methodology was applied to verify the relationship by means of populations and samples. The data collection techniques included diagnostic reading tests and reports, observation check lists for the educators and a focus group interview with the Teacher Support Team (TST) of the school. The data analysis of the diagnostic reading tests was applied according the qualitative analysis method and classified into reading error categories. The test applied in the study, served as a reading diagnostic technique. The research findings indicated that there is a connection between reading skills and learner performance and, that educators need a support system to improve learner performances as these educators do not have the necessary knowledge and skills to address reading problems. The TST should also be used more effectively to improve learner development. Recommendations to improve reading to ensure better learner performance encompass an inclusive outcomes-based approach. This approach will assist learners with holistic development and will support learners to overcome individual learning and developmental disabilities. The recommendations emphasize the building of relationships, participation by roleplayers, diversity management and the development of an institutional support system. The researcher further recommends that schools work closely with the Education Management and Development Centre (EMDC) as well as with one another, with service providers, parents, community members and other partners. Recommendations for further research, include a research study for a bridging programme between the Revised National Curriculum Statement (RNCS) and National Curriculum Statement (NCS) to improve reading performance, which will ultimately ensure learner performance as a whole. Meldeane M.G. Thorne May 2007 v
Page 1 and 2: ‘n Ondersoekende studie na die ve
Page 3: ABSTRAK ‘n Ondersoekende studie n
Page 7 and 8: TOEWYDING Hierdie mini-tesis word m
Page 9 and 10: AOO CFC DoE DOS Graad R tot 3 HNKV
Page 11 and 12: INHOUDSOPGAWE Voorblad i Sleutelwoo
Page 13 and 14: HOOFSTUK 2 LITERATUUROORSIG 2.1 INL
Page 15 and 16: HOOFSTUK 3 NAVORSINGSMETODOLOGIE 3.
Page 17 and 18: HOOFSTUK 4 NAVORSINGSBEVINDINGE EN
Page 19 and 20: HOOFSTUK 5 SAMEVATTING, GEVOLGTREKK
Page 21 and 22: HOOFSTUK 1 PROBLEEMSTELLING EN DOEL
Page 23 and 24: indeling in skoolsoorte by die vers
Page 25 and 26: 1.3.2 Die skoolgemeenskap Die studi
Page 27 and 28: Die opvoeders sal dus nog daaraan g
Page 29 and 30: 1.5 LITERATUUROORSIG: RAAMWERK VAN
Page 31 and 32: 1.5.3 Uitkomsgebaseerde Onderwys (U
Page 33 and 34: Reading is the ability to make mean
Page 35 and 36: 1.6 NAVORSINGSMETODOLOGIE Hierdie n
Page 37 and 38: 1.7.1 Beskerming teen lyding Kinder
Page 39 and 40: 1.9 SAMEVATTING In hoofstuk een wor
Page 41 and 42: ekend is. Uiteindelik sal ons gekon
Page 43 and 44: hulle geskape is. ‘n Volle onders
Page 45 and 46: Die Onderwys Witskrif 6: Spesiale O
Page 47 and 48: Wade (2000) beweer dat ons in die m
Page 49 and 50: Die Departement van Onderwys (2002b
Page 51 and 52: 2.3.1 Wat is die kurrikulum? Volgen
Page 53 and 54: Om bogenoemde siening te bevestig b
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sisteem, en onbruikbare apparaat ui
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... provides a learning which is fr
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Sedertdien kom opvoeders toenemend
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en intellektuele behoeftes meer bev
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disfunksie nie sal lees nie en leer
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2.5.3.6 Die kritiese literêre besk
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2.6.1.2 Die klankbewustheid stadium
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staat is om woorde in kleiner dele
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a) Huislike omstandighede De Beer (
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gevoel van minderwaardigheid ontwik
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gedrukte reël van links na regs ka
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i) Liggaamsbeeld Dit is die persoon
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gedurende die jaar geskryf om te be
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leerprogram vir die kinders te iden
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2.8.4.3 Die ekosisteem benadering t
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Norwich, 1997). Die deel en uitruil
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Die OOS maak deel uit van die monit
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2.9.4 Verwysingsmodel en aanbevelin
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2.10 SAMEVATTING Hierdie hoofstuk v
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HOOFSTUK 3 NAVORSINGSMETODOLOGIE 3.
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3.3.1 Teoretiese begronding Die ter
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volgende grondliggende oorweging, n
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voordeel van ‘n eie onafhanklike
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fokus op individue, ‘n groep of
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gedifferensieërde instruksies/onde
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Die navorser het ook ‘n diktafoon
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alles wat in die klaskamer gebeur h
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• Die data ingesamel is nie onder
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Cohen en Manion (1989) voer verder
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sentreer om ‘n geselekteerde onde
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Figuur 3.1: Skematiese voorstelling
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leesstuk 2 vorm B. Dit het die navo
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interne ooreenkomste en eksterne ve
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STAP 2: Hierdie stap het plaasgevin
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Indien die resultate vereis dat eni
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woordherkenning kon doen. Dit het d
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Tabel 4.2: Samevatting van die aanv
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4.3.1.2 Klank: begin van woorde Res
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4.3.1.6 Ignorering van leestekens D
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• Hy/sy verloor gedurig sy/haar p
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Aantal Respodente wees met ruimteli
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Die navorser as nie-deelnemende waa
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Die navorsingstudie het ten doel om
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Opsommend: Die klaskamerwaarneming
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c) Gebrekkige gedifferensieerde les
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demonstreer/dramatiseer. Hierna is
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die voorbereiding van leerder aktiw
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etrekking beklee, dit moeilik vind
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) Agtergrondskennis van leerders se
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ondersteuningsmeganisme en versterk
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4.5.2.2 Probleme en uitdagings met
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4.5.2.5 Leerondersteuningstrukture
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leerstoornis en dan terug geplaas w
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om vaardighede, kennis, waardes en
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tempo en volgens hulle individuele
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HOOFSTUK 5 SAMEVATTING, GEVOLGTREKK
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5.3.1 Aanvangsdiagnostiese toetse D
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5.3.2 Analise van hardoplees-foute:
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Die data verkry vanuit subvraag twe
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Die oorvol klas met ander woorde wa
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waarin al die komponente van die op
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opvoeder sy taak volgens die onderr
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Die navorser het bevind dat ongeson
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estuurspan word as positief deur re
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Leerondersteuning is ‘n spanpogin
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• Die perseptuele “organisasie
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aangename leer kan plaasvind. Dit b
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BIBLIOGRAFIE Aaron, P. (1995). Diff
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Burden, A. (2000). Inclusive Educat
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Donald, D. and Metcalfe, M. (1992).
Page 195 and 196:
Hattingh, L. (1991). ‘n Teorie va
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Lomofsky, L. and Lazarus, S. (2001)
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National Commission on Special Need
Page 201 and 202:
Reid, D. and Hresko, W. (1981). A c
Page 203 and 204:
Swart, R.E. and Pettipher, O.R. (19
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development of an in-service traini
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Indien enige navrae kan u my studie
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Aanhangsel C Die Beheerliggaam Posb
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Aanhangsel D1 Die Ouer/Voog Hoërsk
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Aanhangsel D2 TOESTEMMINGSVORM (“
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PARAGRAAF 6 9. Daar kom ‘n spelfo
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Maar hoe het Randford die greep van
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Aanhangsel H UK SPOEDLEESTOETS (EEN
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201
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KLASKAMER WAARNEMINGSKONTROLELYS VI
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2. GEDIFFERENSIEERDE INSTRUKSIES/ON
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Tabel 6 1. 2. 3. 4. 5. 6. 7. 8. 9.
Page 229:
Aanhangsel J Swak frasering (woord-
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