To see the other types of publications on this topic, follow the link: Reading – Remedial teaching – Namibia.
Dissertations / Theses on the topic 'Reading – Remedial teaching – Namibia'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Reading – Remedial teaching – Namibia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Simanga, Elizabeth Miyaze. "Teaching struggling adolescent readers in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005639.
Full textAbstract:
Though research has been conducted on many issues since Namibia's independence in 1990, none of these studies has investigated how English Second Language (ESL) teachers teach and support struggling adolescent readers (SARs) to read. Utilising qualitative research techniques such as classroom observations, semi-structured interviews and document analysis, this case study looked at strategies, methods, and resources used by five ESL secondary school teachers to teach SARs to read in two regions in Namibia, Caprivi and Otjozondjupa regions. Two of the five participants were male teachers. The presence of SARs in the classes observed was established by using informal methods such as the ESL teachers' experience (Caprivi region), while a sample of questions from PIRLS 2001 (Mullis, Martin, Gonzalez, & Kennedy (2003) was compiled to form a test used in the Otjozondjupa region. The findings show that despite undergoing initial teacher training and majoring in English, the five ESL secondary school teachers were not trained to teach SARs either how to read or how to support them. In addition, the study found that there was a shortage of reading materials in all five selected schools.
2
Miller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.
Full textAbstract:
The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data collection and the methods of data analysis were based on grounded theory methodology. Grounded theory methodology provided a means for dealing systematically with descriptive, qualitative data. The data were comprised of (1) written field notes of observations made in seven pull-out reading resource rooms and (2) transcriptions of follow-up tape recorded interviews with teachers from these resource rooms. Observations were made during morning hours on consecutive days in seven (7) pull-out reading resource rooms primarily serving students in the 4th through 6th grades. A few 3rd grade students were also being served. All students were part of the school district's Chapter 1 reading program. Exit interviews were conducted with each reading resource room teacher after completion of observational data collection in all seven resource rooms. Findings and conclusions included the presentation of substantive descriptive details and their conceptual analysis; the discernment of core and salient variables related to the teaching/learning of reading in the reading resource rooms visited; and, the identification of substantive areas for further research.
3
Nzwala, Kenneth. "A study of the teaching of reading in Grade 1 in the Caprivi region, Namibia." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/936/.
Full text
4
Ngula, Elizabeth Njanjukweni-Aluhe. "The reading of extended text in Oshindonga in grade 2 in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003603.
Full textAbstract:
This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
5
Hynes, Myrna. "Chasing fireflies : understanding struggling readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/NQ64580.pdf.
Full text
6
Siyave, Theresia Nerumbu. "Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003683.
Full textAbstract:
This study aims to explore four grade 3 teachers’ understanding of teaching reading in Rukwangali, a home language in Namibia in Kavango region and to observe the strategies they use as well as the activities they set for their learners. During my School Based Studies (SBS), I noticed that learners were not reading with understanding. My interest was also stimulated by a study carried out in Namibia that found that the literacy levels for Namibian learners were poor compared to those of other African countries. This is a qualitative case study carried out within an interpretive paradigm. It seeks to understand the meaning that people attached to human actions. I selected the participants purposefully and in terms of convenience, as all three schools selected are situated in Rundu, the town in which I work as a college lecturer. The research tools I employed were semi-structured interviews, document analysis, classroom observation, and stimulated recall discussions on the lessons I observed. I used a variety of methods to triangulate data and enhance validity. This study reveals that teachers use multiple methods to teach reading. These methods include phonics and syllabification to help struggling learners to decode difficult and long (polysyllabic) words and the look-and-say method for whole word recognition and meaning making at word and sentence level. In addition, they also use the thematic approach to teaching and learning to expand learners’ vocabulary and enhance their understanding of the texts they read and to make their lessons learnercentred. However, the problems of language, lack of reading books written in Rukwangali and large class sizes constrain the teachers from teaching in a more learner-centred way. Therefore, the study gives some tentative recommendations to remedy this situation.
7
Mutenda, Josephine. "Teaching reading in grade 4 Namibian classrooms : a case study." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1644/.
Full text
8
Handerhan, Eleanor Casagrande. "Reading instruction as defined by "successful" teachers and their first grade students within an early intervention program." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239368859.
Full text
9
Swain, Claudia Jones. "Stress as a Factor in Primary Schoolchildren's Reading Difficulties: Some Implications for Remedial Reading." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332139/.
Full textAbstract:
Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984.
Qualitative methods, specifically situational analysis, were employed to obtain a holistic view of each subject's reading difficulties. The researcher collected data from documented files at PAC. Data analysis via a categorical coding system produced thirty-nine stress related categories, organized under broad headings of family and school environment, readiness for reading/ learning, general stress reactions, and responses to stress when reading/learning becomes a problem.
10
Foley, Christy Lee. "THE USE OF PREDICTION BY JUNIOR HIGH REMEDIAL READERS IN INDIVIDUALIZED AND SMALL GROUP SETTINGS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183911.
Full textAbstract:
The purpose of the study was to examine the use of a prediction technique during the reading of short stories with surprise endings. Investigated were the effects of instructional setting and content familiarity upon interest, overall reading comprehension, literal comprehension, and inferential comprehension. Verbal predictions and supportive evidence generated at the midpoint and prior the story climax was also examined. The subjects, 54 Chapter I remedial readers in a metropolitan school district in Tucson, Arizona, were randomly assigned to experimental or control groups. The study spanned three days. During this time, the students in the individualized treatment read three stories--one of familiar content, one of neutral content, and one of unfamiliar content. Each subject in this treatment generated hypotheses and support for predictions at both the story midpoint and climax. After each story, individual students completed an interest questionnaire and a comprehension assessment. Those in the group treatment followed the same procedure, with predictions and supportive evidence shared in a small group setting of three. Those in the control group read without predicting. The data analysis yielded these findings: (1) Overall comprehension and literal comprehension were not affected by the prediction treatment or story familiarity. (2) The control group surpassed the interest group on the number of inferential questions answered correctly; both the control group and the group prediction treatment subjects performed better than the individualized prediction treatment subjects on the inferential comprehension items. (3) Both the familiar and the neutral selection were more interesting to the students than the unfamiliar selection. (4) Interest scores for the control, familiar group were substantially higher than those for the group familiar treatment, the group, unfamiliar treatment, and the control, unfamiliar treatment. (5) A relationship did not exist between the interest scores and the total comprehension scores of the three stories. (6) Most predictions at the midpoint and prior to the story climax were inaccurate. (7) Predictions, though diverse, could be categorized into approximately 14 groups at the midpoint and 14 groups at the climax. (8) Most predictions were supported either with textual information or scriptal evidence; seldom were script and text ideas combined.
11
Nel, Chantel Eve. "Exploring fathers’ reading involvement in a grade 4 classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12505.
Full textAbstract:
The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
12
Yeung, Shin-kam, and 楊善錦. "The effects of corrective feedback and strategy training on the reading comprehension of poor readers in Form one." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626950.
Full text
13
Tshithigona, Gaus. "An investigation into teaching mathematics using a visualisation approach to recontextualise indigenous knowledge." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62461.
Full textAbstract:
It can be argued that the Namibian curriculum is largely influenced by a Western epistemology. However, many studies suggest that learners make powerful meanings of mathematical concepts they are learning if they visualise these and experience them in relation to what they already know from their own cultural backgrounds. According to the Namibian National Curriculum for Basic Education (NNCBE, 2010), it is not only important for learners to acquire mathematical knowledge and skills, but also to develop and grow their identities, cultures and values as individuals. The aim of this study was to explore and investigate how selected mathematics teachers employ visualisation as a teaching approach to re-contextualise indigenous knowledge (IK). The study set out to explore how conceptual understanding is enhanced by participation in an intervention programme. The use of visualisation is considered an important mediating and pedagogical tool in the mathematics classroom to enhance the mathematics learning of learners. The research is informed by a socio-cultural theory of learning and is located within an interpretive paradigm. The study was conducted at four schools in the Oshana region of Namibia and involved four mathematics teachers who were purposefully selected due to their willingness to use visualisation-IK approaches in their teaching, based on their responses to the survey. The methodologies used are qualitative and quantitative case study. To gather data, document analysis, a survey, lesson observations and focus group interviews were used. The study found that most teachers in the Oshana region have an understanding of the effective use of visualisation-IK approaches. However, the study revealed that visualisation- IK approaches are mostly used in grades 4 to 7 mathematics classrooms. It also discovered that most of the visualisation approaches that teachers employed aligned well with the curriculum and promoted conceptual understanding in the teaching of mathematics. The results of the study showed that teachers have experience of the enabling and constraining factors in using a visualisation-IK approach to teaching mathematics.
14
Fenn, Jean Campbell. "Reading recovery: An orchestration of literacy for the "at risk" first grader." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1284.
Full textAbstract:
Reading Recovery is a relatively new program in California as it was only introduced in 1991-1992 school year. Its growth in the last four years has been gratifying, but still there are many who do not know what Reading Recovery is and how it is different from the other programs that have been used to help children who are at risk. By design, Reading Recovery fits into an educational system and is meant to be something that children get in addition to their classroom learning. Each player in the educational system can contribute a part in the success of this program. For this reason, this media project was created.
15
Day, Therese. "What does it mean to be a learning support teacher? : a life-history investigation of ten learning support teachers in the east-coast of Ireland." Thesis, n.p, 2002. http://dart.open.ac.uk/abstracts/page.php?thesisid=104.
Full text
16
Kalisek, Anne Marie. "The effects of a middle school corrective reading intervention on high school passage rate /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=766125191&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.
Full text
17
Creason, Linda Marie Garavalia Linda S. "Relationships among community college developmental reading students' self-regulated learning, Internet self-efficacy, reading ability and achievement in blended/hybrid and traditional classes a program review /." Diss., UMK access, 2005.
Find full textAbstract:
Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005."A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.
18
Cleveland, Melanie McLaughlin. "Teachers' Perceptions of the Use of Read 180 with Secondary Remedial Reading Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/55.
Full textAbstract:
Read 180 is a research-based reading intervention program. One local district implemented the program to improve student performance on the state assessment, and after a year of implementation, nearly half of the students in the district studied still did not make adequate progress in reading. The purpose of this study was to explore teachers' perceptions of and experiences with the use of Read 180 in secondary reading classrooms. Guided by Carroll's framework on the critical aspects of implementation, the study examined teachers' perceptions of (a) availability of resources necessary to adhere to the program's design, (b) ample class time to ensure adequate dosage, (c) preparedness to deliver the curriculum, and (d) benefits for student achievement. From a list of 22 Read 180 teachers, 10 teachers were chosen through simple random sampling and invited to participate in this qualitative case study. All 10 teachers agreed to be interviewed. Triangulation of interview interpretations was accomplished using field notes and member checking. Open coding and its subsequent refinement revealed that teachers had positive perceptions about Read 180 and its potential to improve student achievement, but identified a variety of areas for improvement: access to all materials and computers, ample class time, on-going training, and appropriate placement of students in the program. These findings suggest that a more robust execution of Read 180 could lead to positive social change by improving students' literacy skills, reducing the dropout rate, and preparing students for college and careers.
19
Adkins, Treana. "The influence of sustaining feedback on the oral reading performance of low ability readers." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54176.
Full textAbstract:
The effects of teacher feedback on the reader's performance during oral reading have not been clearly delineated. This study was designed to investigate how two features of sustaining teacher feedback, type (graphophonemic and semantic) and timing (immediate and delayed) influence word recognition and comprehension for low ability second-grade readers.
A sample of 9 low ability second-grade readers were selected and randomly assigned to one of 3 treatment sequence conditions. Each group received graphophonemic immediate prompts (The teacher immediately calls the readers attention to the deviation by pointing to the word and prompting, "Look closely at the letters in the word."); graphophonemic delayed prompts (The teacher prompts as above but after the reader has completed reading the sentence or a complete thought within a complex sentence.); and semantic delayed prompts (The teacher prompts the reader by asking, "Does that make sense?" after the reader has completed reading the sentence). A single—subject format (eg. A B A C A D A) was incorporated by using a Latin Square design for presenting the three treatment conditions to all three groups. On each of the twenty-three days the students orally read a different passage. Each treatment condition was conducted for approximately five fifteen minute reading sessions over a three week period. The four baselines had two sessions each. The dependent measures were literal comprehension and qualitative dimensions of word recognition, graphic similarity, semantic acceptability, and self-corrections.
Results indicated that the treatments did not differentially affect the graphic similarity of the readers' responses, although the semantic delayed condition did encourage responses which were higher in semantic acceptability. In addition, the semantic delayed conditions influenced comprehension more positively than did the other conditions.Ed. D.
20
Branum, Barbara K. (Barbara Kay). "Performance on Selected Mathematics and Reading Assessment Tests as Predictors of Achievement in Remedial Mathematics." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332173/.
Full textAbstract:
The problem of this study was performance on selected mathematics and reading assessment tests as predictors of achievement in remedial mathematics. The purpose of the study was twofold. The first was to determine the internal consistency of a locally developed remedial mathematics placement test and the mathematics section of the Pre-TASP Test. The second was to determine the predictive validity of performance on (a) the local remedial mathematics placement test, (b) the mathematics section of the Pre-TASP Test, and (c) the Descriptive Tests of Language Skills, Reading Comprehension Test in combination with demographic variables for mid-semester achievement, end-of-semester achievement, and course success in three levels of remedial mathematics at Richland College, Dallas, Texas.
21
McLendon, Nancy Carolyn Gregory Murray Bruce A. "The effects of teaching critical thinking and reading comprehension strategies on the writing of developmental English students in a community college." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Mclendon_Nancy_48.pdf.
Full text
22
Campbell, Jeanette Lynn. "California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1656.
Full text
23
Flickinger, John. "No trail of crumbs serving remedial students at the community college level /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Full text
24
Spence, Cynthia Jenina. "Dyslexia: A struggling reader's journey towards literacy." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3353.
Full textAbstract:
The purpose of this research paper is to investigate how dyslexia is currently being defined and debated by both the academic and scientific communities. Additionally, this thesis analyzes how dyslexia is presently being dealt with in the classroom and how this disability is represented in children's literature.
25
Ward, Monica Suzette 1963. "The effects of a computer-based higher order thinking skills curriculum on inferential comprehension." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276692.
Full textAbstract:
Recent literature in cognitive psychology depicts mental constructs through which processes and strategies are employed by the learner to facilitate learning. A remedial curriculum structured to enhance the development of the general constructs theorized, was evaluated for its effect on a cognitive component of reading. Inferential comprehension strategies of 4th-6th grade students in the experimental computer-based higher order thinking skills program and in a traditional program of drill and practice in reading skills were assessed using the strategy stories of Goodman and Burke (1980). A MANOVA design revealed a difference between the two treatment groups (p >.001) on eleven dependent measures. Univariate results indicate that the experimental students performed better on five out of the eleven individual measures. Qualitative analysis on the contextual cues utilized in forming hypotheses did not reveal great differences in the amount of contextual cues used by the two groups.
26
Karnes, Saundra P. "Comprehension performance of average readers using a summarization strategy with test patterns varied." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/53604.
Full textAbstract:
Thirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instruction with the summarization strategy, a control group received Instruction in question answering but no direct Instruction in summary writing.
Results from a two-way analysis of variance conducted on comprehension performance indicated that a significant difference existed between the two treatment groups with regard to total comprehension scores. Differential performance was revealed for the selected text patterns. Performances on chronological and compare contrast passages were not significantly different between the treatment and control, while on the cause-effect passage, a significant difference was revealed In favor of the summarization group. For the naturally occurring text there was a significant interaction effect for treatment by time. Qualitative analysis revealed a difference in the quality of written summaries with regard to the number of main ideas, details produced, accuracy in reporting the content of the passage, and completeness of the writings favoring the treatment group. Finally, an attitude survey reflected positive opinions by the participants toward both conditions.Ed. D.
27
Aab, Allan Lee. "Does intensive reading interventions cause alienation in ninth grade high school students?" CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3232.
Full textAbstract:
The objective of this research was to determine if students who are enrolled in intensive reading intervention classes due to limited reading and comprehension skill, experience greater alienation than students not enrolled in these classes. Ninth and tenth grade students from March Valley School, a small alternative high school in Moreno Valley, CA participated in this study.
28
Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.
Full text
29
Didloft, Virginia Charmaine. "Improving the reading abililties of grade 9 learners: a classroom-based inquiry: how do I facilitate improvement in the reading abilities of my Grade 9 learners?" Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/942.
Full textAbstract:
This thesis is a narrative account of how I have transformed my learning and teaching strategies for Grade 9 learners, generating my own living theory of teaching within a social context with the aim of enabling my learners to construct their own knowledge. My value-embedded practice is reflected in the values I attach to equality, inclusivity, social justice and basic human rights. These embodied values are also a reflection of my commitment to my Christian values which encompass my entire existence and have become the living standards by which I judge the quality of my research. My classroom-based action research methodology is a living transformational process which heralds a change for a more just practice and the inclusion and recognition of the individual. My findings about my learners’ and my own learning offer new conceptualisations about the capacity of my learners to learn in their own unique ways and according to their own potential. I am claiming that the significance of my research is grounded in my ability to demonstrate how I can unleash the untapped potential of learners failing to attain the desired outcomes. I show them how to learn confidently and successfully within a social context using prior knowledge, scaffolding and motivation as teaching and learning tools. This has potential inspiration for new forms of practice and theory in aiming to improve learners’ potential. A significant feature of my account is how my Christian values have been translated into my critical epistemological standards of judgement, and the development of a living theory of practice that enables me to account for educational influences in my learners’ and my own learning.
30
Rapti, Sofia. "Quantitative and qualitative differences in reading performance between Greek language teachers & 12th grade pupils and between adult dyslexic & non-dyslexic students." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/6546/.
Full textAbstract:
The significance of reading is undoubted today, while learning to read efficiently is a main aim of every educational system. Reading is one of the greatest challenges that pupils, students and adults have to encounter daily at school, university and professional life, especially dyslexics, for whom it is a really hard and demanding process. Given the importance of reading and the various factors can positively or negatively influence the reading ability, the current study aims to investigate to what extent the reading process is affected a) by familiarity with text, and b) by biological-constitutional factors. In this respect, the reading performance a) of Greek language teachers was compared to that of 12th grade pupils, and b) of adult dyslexic students to that of age-matched normal controls in terms of reading speed, accuracy and comprehension. The reading performance of teachers and pupils was evaluated in an Ancient Greek text and its corresponding translation in Modern Greek. The reading performance of adult dyslexics and controls was evaluated in 2 texts of varying difficulty and a list of words of raising difficulty. Participants read both aloud and silently, while being timed and tape- recorded for further analysis. After reading each text, they answered to reading comprehension questions. Pupils made significantly more reading errors compared to teachers in both Ancient (p < .001) and Modern Greek (p <.05). However, they were significantly faster than teachers in all reading procedures (p < .001), while they did not lack in comprehension (p > .05). Both groups made similar reading errors in both Ancient and Modern Greek. Finally, comparing the two languages, both teachers and pupils were significantly faster (p < .001), comprehended better (p < .001) and were more accurate (p < .05) in Modern Greek. Adult dyslexic students were significantly slower (p < .001), attained lower level of comprehension (p < .05) and made significantly more reading errors (p < .001) than the control group in all reading procedures. In contrast to non-dyslexics who read significantly faster silently (p < .05), dyslexics read at almost the same rate in both aloud and silent condition (p > .05). Additionally, the former attained higher level of comprehension in the silent condition, as opposed to the latter, who showed a trend to comprehend better aloud. Comparing reading in context and out of context, dyslexics made significantly more reading errors in the word list (p < .001), whereas non-dyslexics made comparable reading errors in the word list and the two passages (p > .05). Both groups made similar reading errors. Finally, logistic regression analysis revealed that the 2 groups could be almost perfectly differentiated based on only one variable, namely reading speed (classification accuracy 98.1%). Findings confirmed that the reading process in the phonologically consistent Greek language is influenced by factors, such as language structure and familiarity with print as well as by biological-constitutional factors. Results emphasise on the importance of daily extensive reading practice for a better reading speed, at least, which is essential not only for normal-achieving population but dyslexic readers as well, since reading speed was found to be the latter’s main deficit and the main differentiating factor between dyslexics and controls. The results may be useful for effectively addressing the difficulties encountered not only by pupils who are taught but also by teachers who teach Ancient and Modern Greek, as they may lead to new teaching methods and learning strategies. Also, results might be helpful for the accurate diagnosis of adult dyslexics based on reading speed, as well as for the effective treatment of the difficulties dyslexic university students still encounter, due to their constitutional reading deficit.
31
Lo, Yuen-fan Mandy, and 盧婉芬. "Unknown words in non-instructional texts: ESLprimary learners' strategy use and their perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963110.
Full text
32
Capps, John S. "Revising English 01 : the creation of a developmental reading and writing course /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164549/.
Full text
33
Nickolaisen, Darrel P. "After-school programs for English learners: A consideration of age and proficiency levels in effective reading remediation." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2337.
Full textAbstract:
This study reviews characteristics and needs of struggling readers from different age groups. It summarizes special needs characterizing english language learners in relation to reading remediation programs and compare such programs relative effectiveness for younger and older elementary students at various levels of English proficiency.
34
De, Jager Marina, and Johanna Geldenhuys. "Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6801.
Full textAbstract:
This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
35
Grimm, J. Ed (Joseph Ed). "An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331745/.
Full textAbstract:
Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302.
Twelve studies were found which had been done in this area since 1980. One was directly related to this study.
The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group.
A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05.
The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained.
Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.
36
Farber, Kathleen Hickam. "An Experimental Study of Scotopic Sensitivity Irlen Syndrome in Learning Disabled Students." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1329.
Full textAbstract:
This study examined the effect on reading performance of a controversial treatment for a dysfunction of visual perception known as Scotopic sensitivity/lrlen Syndrome. The treatment, referred to as spectral modification, involved the use of colored transparent overlays for reading by four elementary school children in their actual school environments. The diagnostic, prescriptive and remediation procedures used in this study were originally developed by Helen Irlen, a California psychologist and researcher. Irlen conceptualized Scotopic Sensitivity Syndrome as a difficulty in visual processing of the printed page when perceived through full spectrum light. Spectral modification techniques were considered controversial in that they were employed prior to scientific validation of the syndrome. Previous research used pre-test/post-test experimental designs to test the effect of spectral modification on reading performance. The research problem addressed here was that the technique had not been systematically examined over time in the school setting, and from the practitioner's point of view. Sample selection involved pre-screening and screening phases. The pre-screening procedures of teacher recommendation and file review resulted in a pool of 26 children who were screened with the Irlen Differential Perceptual Interview Survey. Four subjects were selected who were in separate school settings, who demonstrated Irlen Syndrome to a significant extent, and whose profiles did not present variables which would compromise their participation. These four underwent comprehensive vision evaluations as a preliminary assessment procedure. A four-strand single-subject experimental design was used to generate data on subjects' rate and accuracy of oral reading, and comprehension of silent reading. Performance changes during experimental reading trials varied between the four, although three subjects exhibited positive performance change on one indicator. A supporting procedure was that subjects were pre and post-tested on the three performance indicators. Post-test results corroborated the changes demonstrated by three subjects Interview formats were employed to obtain qualitative data from teachers, parents, and the subjects themselves. Recommendations for practitioners intending to implement spectral modification techniques were generated from this data.
37
Hanekom, Annatjie. "Om tot beter verstaan van die leesproses te kom - 'n outobiografiese narratief." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2254.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2005.An autobiographical narrative is imparted through different phases of understanding of the reading process, which developed over time in various fields in education. The reading process is discussed from different perspectives, based on own experience: as initial reader who has to master the reading process in a period when meaning of the context is of minor consideration, as teacher of young and struggling readers, as trainer of candidate remedial teachers, as curriculum and resource developer and author of publications with the objective of making the reading process more accessible to learners and teachers, and ultimately as in-service trainer of teachers in an era when children's reading skills deteriorate markedly. After critical reflection and consideration it was concluded that teachers involved in reading instruction and support are empowered only if they can critically reflect on and examine their personal practices in view of a good understanding of the reading process. Different models of understanding, developed over time, were utilised for better insight.
38
Braun, Emily Catherine. "Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404559/.
Full textAbstract:
A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the third participant was diagnosed with intellectual disability) who did not acquire fluent reading in previous individualized instruction. The results of the brief reading assessment were analyzed in an alternating treatment design and a preference assessment was conducted to determine the participants' preferred reading intervention. Following the results of the two assessments, a reading intervention that matched effectiveness with preference when possible or favored effectiveness when a match was not possible. The selected interventions (and later combined interventions) were implemented for each participant using an A-B-A-C or an A-B-A-C-D design. The results suggest that the four reading strategies are effective options for improving reading fluency. Also, a brief reading assessment can help identify an effective reading strategy. The results are discussed in the context of fluency gains, limitations, and implications for future research.
39
Ip, Chuk-kuen, and 葉竹娟. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196235X.
Full text
40
Haidar, Rouba. "Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire." Thesis, Mulhouse, 2015. http://www.theses.fr/2015MULH5951/document.
Full textAbstract:
Le premier objectif de notre étude, menée auprès de classes de cours préparatoire, est de détecter les compétences les moins maîtrisées liées à l’identification des mots et à la compréhension d’un texte, à partir d’une grille d’observation des compétences de base mises en place au CP par le ministère de l’Éducation. Le second objectif est d’élaborer et de tester l’efficacité d’un programme de remédiation basé sur des entraînements de processus d’apprentissage de la lecture en CP et de compréhension de textes (l’anaphore et l’inférence), adaptés à des enfants en difficultés âgés de 6 ans. Le nombre d'élèves ayant participé est de 61 : 42 élèves de deux groupes expérimentaux et 19 élèves d'un groupe témoin. Notre recherche a montré que d’une part, les deux groupes expérimentaux d’élèves progressent mieux que le groupe témoin pour 8 compétences sur 10. D’autre part, les progrès réalisés par les élèves ont été maintenus sur la durée et le programme de remédiation s'est révélé efficace autant pour les filles que pour les garçonsOur first objective in this study, carried out with Year 2 pupils, was to identify the least well- mastered skills relating to the identification of words and the comprehension of a text using a grid of basic skills established by the Ministry of Education. The second objective was to create and test the effectiveness of a remedial program based on training in the process of learning to read in Year 2, and reading comprehension skills (anaphora and inference) adapted for six-year-old pupils with difficulties. The number of pupils taking part in the study was 61: 42 in the two trial groups and 19 in the control group. Our study showed that on the one hand, students the students in the two trial groups made better progress than the control group in 8 out of the 10 skills. On the other hand, progress made by pupils lasted over a period of time and the intervention program showed itself to be equally successful for girls as for boys
41
Chilton, Bonnie Janine. "An intervention plan for "at risk" students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.
Full textAbstract:
This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.
42
Taylor-Greathouse, Paula. "Adolescent Literacy Practices and Positive Youth Development through Fink's Taxonomy of Significant Learning." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4953.
Full textAbstract:
The purpose of this study was not to disprove the effects of the current, common remedial literacy course design and the literacy practices within that help adolescent RLLs pass statewide assessment tests, but to describe the potential long-term impact of an innovative comprehensive approach to literacy (CAL) framed through an integrated course design model. In this study I sought to determine if the 2012 CAL design with a particular demographic of student produced "significant" or lasting learning as defined by Fink (2003). In other words, did the 2012 CAL design promote sustained or increased practices of literacy and PYD over time with adolescent remedial literacy learners? Findings were documented through the participants' voices one year after participation in the CAL design. These findings demonstrate metadiscursivity with literacy and personal development in all six of Fink's taxa, thus indicating the design produced significant learning as defined by Fink (2003). All four participants demonstrated evidence of sustained or increased growth in their awareness of their learning practices and purposes, as well as their personal development. A major conclusion of this study was that remedial literacy educators and policy makers who impact the current remedial curriculum designs in secondary schools can no longer assume that students who enter the secondary remedial classroom with a deficiency in literacy do not have the potential for academic success and personal growth. Findings from this study demonstrate that this demographic of student can move from a negative to a positive trajectory and come to see themselves as successful and thriving individuals.
43
Pollet, Marie-Christine. "Pour une didactique des discours disciplinaires: gestion différenciée de l'"explicatif" dans quelques genres académiques." Doctoral thesis, Universite Libre de Bruxelles, 1997. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212118.
Full text
44
Morden, Wendel Roy. "The new Title I: A handbook for reading instruction in a year-round middle school." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/996.
Full text
45
Short, Katrina Graham. "Positive Models in Literature for the At-Risk Student." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/27.
Full textAbstract:
It has been found that most at-risk students have a very low self-esteem, which contributes to the sense of failure these students feel about their academic life. This study explored the use of bibliotherapy with secondary students in an effort to raise their self-esteem to a level which would counteract the frustration these students feel as they continually find themselves in failing situations in school. Extensive review of available literature on the topics of self-esteem, motivation, at-risk students, and bibliotherapy resulted in the compilation of an annotated bibliography, complete with suggested uses for the works found therein, selected for the secondary student, with the understanding that at-risk students often function academically below grade level.
46
Keene, Nancy L. "A Research Study of the Effect of Instruction in the Basal Reader Supplemented by the Language Experience Approach on Comprehension Scores of First Grade Readers." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/303.
Full textAbstract:
The purpose of this study was to determine whether children enrolled in two first grade classes who did not meet the criterion score for one or more of the seven subtests on a selected readiness test given during the first two weeks of the school year would make higher scores on selected comprehension measures when instruction in a basal reading series is supplemented with instruction in the language experience approach than children who receive instruction only in basal reader materials. Language experience activities were conducted with all reading groups in the experimental class for three days every two weeks. Group experience stories and word bank activities were not done with the control group which used only basal materials.
A factorial analysis of variance model was selected to analyze the data on the Gates-MacGinitie Reading Test on the main effects of type of instruction, sex, and classification of students. No significant difference at the .05 level was found for the null hypotheses tested; however, a slight non-significant difference was found in the mean scores of the target children in both classes with the language experience group having an 80% higher mean score than the control group.
47
Smith, Kathy Joiner. "Impact of READ 180 on Adolescent Struggling Readers." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/355.
Full textAbstract:
The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.
48
Arvin, Rosanne. "Application of the Language Experience Approach for Secondary Level Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/297.
Full textAbstract:
This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated.
The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities.
To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups.
The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points.
It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.
49
Reis, Thaíze de Souza. "Avaliação da eficácia de um programa suplementar para o ensino de leitura e escrita aplicado em ambiente escolar." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/3021.
Full textAbstract:
Made available in DSpace on 2016-06-02T19:46:06Z (GMT). No. of bitstreams: 1
2541.pdf: 550360 bytes, checksum: 7e31fb43312ae90aaa13e6f28ff14eb9 (MD5)
Previous issue date: 2008-08-07Universidade Federal de Minas Gerais
A computerized teaching program for the individualized teaching of reading and writing has been developed and periodically revised by a research team. Designed under the conceptual framework of stimulus equivalence, the program teaches conditional relations between printed words and dictated words. Additional teaching trials include matching printed syllables to dictated syllables. The assessment of the program in laboratory settings has systematically shown that it is very effective in promoting the emergence of reading (textual behavior) and dictation-taking (performances not directly taught). The present study is part of a broader research program on the feasibility and efficacy of the teaching program when implemented in school settings by the school s staff. The specific goal was to evaluate the efficacy of the teaching program under these new conditions. Sixty-four students participated. They were not learning to read and write in the classroom and a pre-test evaluation demonstrated that they did not read single words. The study used a group design. The Experimental Group (N=38) was exposed to the program (a sequence of 17 teaching units interspersed among 15 assessment units). The Control Group (N=26) was exposed to a similar program, except that the task required only matching pictures to dictated words and naming the pictures. Statistical analyses showed no significant differences between the groups on the pre-test, but on the post-test only the Experimental Group showed accurate reading and writing performances and also generalized those repertoires to new words. These results replicate and extend the findings of previous studies in laboratory settings, thus recommending the teaching program as a remedial tool that could be useful in supplementing the school efforts to teach students who fail with the conventional procedures.
Um programa informatizado para o ensino individualizado de leitura e escrita foi desenvolvido e vem sendo periodicamente revisado por um grupo de pesquisadores. Elaborado com base no paradigma de equivalência de estímulos, o programa ensina relações condicionais entre palavras impressas e palavras ditadas. Tentativas adicionais de ensino incluem emparelhamento de sílabas impressas a sílabas ditadas. A avaliação do programa em situação de laboratório tem mostrado sistematicamente que esse é muito efetivo em promover a emergência de leitura e ditado (repertórios não diretamente ensinados). O presente estudo é parte de um projeto mais abrangente que pretendeu avaliar a viabilidade e a eficácia do programa de ensino quando implementado em ambiente escolar por pessoal da própria escola. O objetivo específico foi avaliar a eficiência do programa de ensino sob estas condições. Participaram 64 estudantes que não estavam aprendendo a ler e a escrever em sala de aula. Um pré-teste mostrou que eles não liam palavras isoladas. Foi empregado em delineamento de grupo. O Grupo Experimental (N=38) foi exposto ao programa para o ensino de leitura e escrita. O Grupo Controle (N=26) foi exposto a um outro programa que requeria apenas emparelhar figuras a palavras ditadas e nomear as figuras. Análises estatísticas mostraram que não havia diferenças significativas entre os grupos no pré-teste; no pós-teste, no entanto, as diferenças foram estatisticamente significativas, sendo que apenas o Grupo Experimental apresentou desempenho acurado em leitura e escrita, bem como generalização desses repertórios para palavras novas. Esses resultados replicam e estendem os dados de estudos prévios realizados em laboratório, recomendando o programa de ensino como uma ferramenta remediativa útil para complementar os esforços da escola em ensinar estudantes que falham em aprender leitura e escrita com procedimentos convencionais.
50
Itumeleng, P. L. "Challenges faced by teachers in facilitating the acqusition of reading and writing skills by learners, and learners' challenges in acquiring reading and writing skills in the foundation phase (Grade R-3) / P.L. Itumeleng." Thesis, 2011. http://hdl.handle.net/10394/15663.
Full textAbstract:
Teaching reading and writing skills and the acquisition of those skills is a challenge for teachers and
learners respectively. Teachers encounter challenges in teaching and learners likewise encounter
challenges of acquisition. The ability of learners to have the skills of reading and writing is
undoubtedly one of the most important skills they need to possess. Likewise, teachers need to possess
the ability to facilitate the acquisition of those skills by learners.
The study was aimed at determining from teachers what challenges they encounter in facilitating the
acquisition of reading and writing skills by Foundation Phase learners, and what the learners'
challenges are in acquiring those skills. A brief questionnaire with one rating scale question, a
dichotomous scale and two open-ended questions was designed and administered to a convenience
sample of fifty teachers from ten randomly selected primary schools in the Montshioa Stadt Cluster.
ln addition, a test of reading and writing literacy was administered to Grade R - 3 learners in selected
schools in the cluster.
The findings from the study revealed that teachers are playing a positive role in identifying the causes
of the learners' lack of acquiring reading and writing skills and managing that problem
constructively. Teachers however. feel that they need further training on some aspects of reading and
writing skills.
In view of the findings of the study. it is recommended that parents whose children have reading and
writing problems be visited to investigate the source of the learners' problems. Parents should be
requested to visit the school at the end of each tem1 to check on children's work. Learners should be
given intervention forms to fill to show that they deserve to remain in the same class.Thesis (M.Ed) North-West University, Mafikeng Campus, 2011