Browsing by Author "Menkveld, Hannie"
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- ItemAanvangsleesonderrig en die hersiene nasionale kurrikulumverklaring(Stellenbosch University, 2002) Menkveld, HannieSedert die begin van die twintigste eeu, toe onderrig deur medium van Afrikaans in Suid-Afrika ën aanvang geneem het, is verskeie aanvangsleesbenaderings vir leerders met Afrikaans as moedertaal, bekend gestel en in gebruik geneem. Een so ën benadering is die psigolinguistiese benadering wat in die sewentigerjare bekendheid begin verwerf het. Een van die psigolinguistiese benaderings, die geÔntegreerde benadering, is by uitstek geskik om binne uitkomsgebaseerde onderrig, die basis van die Hersiene Nasionale Kurrikulumverklaring, gebruik te word. In hierdie artikel word twee aanvangsleesmetodes wat gebaseer is op 'n geÔntegreerde benadering, die Oxford Storieboomreeks en Ster Stories, met mekaar vergelyk. Daar word veral gelet op hulle versoenbaarheid met leeruitkoms 3 en graad 1 se gepaardgaande assesseringsstandaarde soos vervat in die Hersiene Nasionale Kurrikulumverklaring (Kurrikulum 2005) wat in 2004 in die Grondslagfase in gebruik geneem gaan word (Departement van Onderwys 2002). Die menings van drie graad 1-onderwyseresse word ook by die bespreking betrek.
- ItemGeletterdheidsontwikkeling by Graad R-leerders : ’n gevallestudie(Stellenbosch university, 2004) Menkveld, Hannie; Pepler, AnelThis article describes a research project aimed at developing a theoretically based literacy programme for Grade R learners which would give them an understanding of the concept of writing and introduce them to the symbols of writing in an informal and enjoyable manner. The literature review focuses on three approaches to literacy, namely the holistic approach, the phonics approach and the balanced approach. The empirical investigation in this study consists of a case study of a Grade R class. An intervention programme introduced letter-sound correspondence within a balanced approach, which was directly linked to the existing Literacy Curriculum for Grade R. The research process is described and the findings are briefly presented: two sets of guidelines are recommended, one for the specific case and the other for other groups of Grade R learners following a balanced literacy programme based on the Revised National Curriculum Statement. The generally positive research results give evidence of the effectiveness of the programme.