'n Ondersoekende studie na die verband tussen leesvaardighede ...

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