Kaapse Skiereilandse Universiteit van Tegnologie

Abstract
This study emphasized the important role of phonological and phonemic awareness and understanding
of letter-sound correspondence in elementary reading in a grade 1 class. The importance of
preparatory activities preceding reading is strongly emphasized when looking at strategies for delays
to cope in beginning reading. The ability of learners to develop auditory and visual perceptions and
discernment between sounds and sound patterns are described as predictors of successful reading.
Early and continuous monitoring of initial reading skills are an important aspect to reduce and prevent
reading barriers.
Action Research is conducted in a grade 1 class with learners who have not received grade R
instruction and who at age 5 ½ years already enrolled at the school. The learners are young and do not
receive enough stimulation at home. They already show barriers to learning in the effective use of
language and learning with school entry. Due to the large backlogs of these learners the focus is on
phonological awareness and phonemic awareness in elementary reading of the young child. The
development of phonological and phonemic awareness and the organization and importance of
teaching phonics in context, as a method of reading to strengthen skills at grade 1 learner in a poor
language environment is investigated. A variety of teaching strategies in reading approaches is
investigated in the study. The findings of the effect of phonological awareness and phonemic
awareness in elementary reading are discussed.
Learning Programmes such as the ‘Foundation for Learning’ of the National Department of Education
(DoE) introduced to schools should be taught thoroughly. The view of the Western Cape Education
Department (WCED 2006: 3) who expressed the approach to Literacy as “explicit teaching of phonics
within a balanced approach to reading” is held. This approach allows major challenges to educators
and learners in a poor language environment. Educators' methodology of teaching reading should be
adjusted and should be focused on the teaching of phonics in context to maintain a balance between
phonic and balanced approach to reading.
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