Die bevordering van lees met behulp van media-onderrigstrategiee vir Afrikaans (graad 7) : 'n gevallestudie

Le Cordeur, Michael Lucien Arnaud (Stellenbosch : Stellenbosch University, 2004-03)

Thesis

ENGLISH ABSTRACT: This study involves a qualitative and quantitative investigation into the promotion of reading by means media reading instructional strategies to Afrikaans grade 7 learners at one school. The research methodology used is a case study supported by a literature study. The aim of this study is five-fold. Firstly, based on the literature study, the study sets out to establish a theoretical framework for reading at school. This is related to three problem areas: poor reading comprehension, limited fluency in reading, and a negative attitude to reading. Underlying assumptions are that reading problems occur even in learners with above-average intellectual ability and that many learners cannot function optimally in society because they are poor readers. Instructional models and different approaches to teaching reading are explored. This study questions the efficacy of traditional approaches to reading instruction and makes a strong case for a balanced approach in which both topdown and bottom-up approaches are integrated in an interactive approach. Secondly, drawing on the literature survey the study provides a theoretical framework for using the media and technology in developing and improving reading. The role of visual literacy in the development of reading is also examined. It seems that learners have a strong interest in the media as well as technological aids so educators who have access to these should use them in the classroom. Thirdly, the study sets out to design media reading instructional strategies based on learners' interest in mass media, as well as technological aids. This is so that learners can be empowered with strategies that will enable them to successfully address their reading problems. The use of media reading instructional strategies is applied as an alternative to the traditional approach to reading instruction. The case study explores the use of media reading instructional strategies developed for grade 7 learners studying Afrikaans as a primary language and the extent to which this is successful. The learners are exposed to an instructional reading programme consisting of media reading strategies (designed by the researcher) for a period of 16 weeks. Data generation comprises individual diagnostic reading tests for learners, interviews with educators and learners and questionnaires administered to educators and learners. The literature study provides evidence that poor readers do not necessarily lack the intellectual ability to make sense of what they read or to read independently. Results from the case study support the findings that these learners have the ability to learn a variety of reading strategies which help them to apply the reading skills that enable them to read successfully. Although the learners in the experimental group still experienced problems with comprehension, they had made significant gains in reading fluency and developed a more positive attitude towards reading. The main conclusion is that interactive media reading instructional activities can make a meaningful contribution to learners with reading problems. According to the findings of this study, learners are more likely to read successfully and follow a successful academic career if their problems are diagnosed early and they receive the necessary help and support.

AFRIKAANSE OPSOMMING: Hierdie studie was 'n kwalitatiewe en kwantitatiewe ondersoek na die bevordering van lees in Afrikaans by die graad 7-leerders van een skool deur die daarstelling van media-leesonderrigstrategieë. Die navorsingsmetode was 'n gevallestudie ondersteun deur 'n literatuurstudie. Die doelwit van die ondersoek was vyfvoudig. Ten eerste het die studie gepoog om op grand van die literatuurondersoek 'n teoretiese begranding van lees te verskaf. Dit sluit drie problematiese aspekte van lees in, naamlik gebrekkige leesbegrip en leesvlotheid en 'n negatiewe leeshouding. Die studie wys daarap dat leesprobleme manifesteer ten spyte van 'n bo-gemiddelde intellek en dat baie leerders nie optimaal in die samelewing kan fungeer nie omdat hulle swak lesers is. Verskillende benaderings tot die onderrig van lees is ondersoek. Die studie bevraagteken die effektiwiteit van tradisionele benaderings tot leesonderrig. Dit word ten sterkste aanbeveel dat 'n interaktiewe benadering gevolg word waar beide die top - down en bottom - up -benaderings geïntegreer word. Tweedens het die studie gepoog om vanuit die literatuurandersoek 'n teoretiese begranding van katalisators wat lees kan bevorder, naamlik media en tegnologiese hulpmiddele, te ondersoek. Die rol van visuele geletterdheid in die onderrig van lees is ondersoek. Die uitgangspunt was leerders se belangstelling in die media en tegnologiese hulpmiddele en dat opvoeders vandag toegang het tot 'n verskeidenheid media en tegnologiese hulpmiddele wat hulle van hulp kan wees met leesonderrig. Opvoeders moet hulself hiervan vergewis ten einde dit sinvol by die bestaande leesonderrigprogram te kan integreer. Derdens het die studie ten doel gehad om media-leesonderrigstrategieë te ontwerp wat gebaseer is op leerders se belangstelling in die media en tegnologiese hulpmiddele wat die swak leser in staat sal stel am sy / haar leesprobleme suksesvol aan te spreek. Die gebruik van die media-leesonderrigstrategieë is derhalwe aangewend as 'n alternatief tot die tradisionele benaderings van leesonderrig. Vierdens is hierdie media-Ieesonderrigstrategieë by wyse van 'n gevallestudie op die vlak van graad 7 in die vak Afrikaans geïmplementeer om die sukses daarvan te bepaal. Leerders is vir 16 weke aan 'n intervensie, 'n program bestaande uit media-leesonderrigstrategieë, in die Afrikaansperiode blootgestel. Datagenerering tydens hierdie tydperk van ses maande het behels individuele diagnostiese leestoetse vir leerders, onderhoude met opvoeders en leerders, en vraelyste wat deur opvoeders en leerders voltooi is. Uit die literatuurstudie was dit duidelik dat daar geen probleem was met die intellektuele vermoëns van die leerders nie en dat hulle wel oor die vermoë beskik om met begrip en onafhanklik te lees. Die resultate van die gevallestudie ondersteun hierdie bevinding dat die swak leser wel die vermoë het om strategies aan te leer wat hulle in staat sal stel om hul leesvaardighede te verbeter en met sukses te lees. Ten slote is daar tot die gevolgtrekking gekom dat media-leesonderrigstrategieë wat deur middel van 'n interaktiewe benadering onderrig word, 'n betekenisvolle bydrae kan maak tot die bevordering van lees by leerders met leesprobleme. Alhoewel die leerders steeds met leesbegrip gesukkel het, het hulle leesvlotheid heelwat verbeter terwyl hulle ook 'n meer positiewe houding jeens lees gehad het. Daar is bevind dat ten spyte van leerders se leesprobleme hulle 'n baie goeie kans het om met sukses te lees en 'n suksesvolle loopbaan te volg, mits hulle betyds die nodige hulp en ondersteuning ontvang.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/18126
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