Die effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerders

dc.contributor.advisorKlop, Daleenen_ZA
dc.contributor.authorBotha, Marietteen_ZA
dc.contributor.otherStellenbosch University. Faculty of Health Sciences. Dept. of Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy.
dc.descriptionThesis (MSL and HT (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy))--Stellenbosch University, 2008.en_ZA
dc.description.abstractThe study investigated the effect of two shared reading programmes on the print awareness of 102 Afrikaans-speaking Grade R learners with language delays. The first shared reading programme focussed on print awareness while the second shared reading programme focussed on content and observable entities. Participants’ print awareness was measured subjectively and objectively, before and after intervention programmes. Results indicated that (i) both methods of shared reading affected and improved the print awareness of the participants; (ii) the participants’ print awareness did not improve optimally in order to acquire reading skills in Grade 1, even after taking part in the 10 week shared reading programme with a focus on print awareness; (iii) participants performed better in an evaluation where demonstration of skills and no verbal response was required; and (iv) participants with poor receptive vocabulary skills demonstrated limited carry-over of print awareness to other artefacts of print, such as the packaging of an iron.en_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.subjectPrint awarenessen_ZA
dc.subjectEarly literacyen_ZA
dc.subjectShared reading programmesen_ZA
dc.subjectGrade R learnersen_ZA
dc.subjectReading readinessen
dc.subjectReading (Preschool)en
dc.subjectDissertations -- Speech therapyen
dc.subjectTheses -- Speech therapyen
dc.titleDie effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerdersaf
dc.rights.holderStellenbosch University

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