Browsing by Author "Mostert (nee Roode), Yvonne"

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    Die onderrig van leesbegrip in graad 3-klaskamers: ’n verkennende studie
    (Stellenbosch : Stellenbosch University, 2023-03) Mostert (nee Roode), Yvonne; Barends, Zelda; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The purpose of the study is divided into three objectives; to explore the teaching of reading comprehension in 3rd grade classrooms, explore the factors that contribute to reading comprehension instruction, as well as make recommendations based on the research findings. The importance of the study lies in the limited literature on challenges and descriptions of what happens during reading comprehension instruction from the teacher's perspective. Current literature emphasizes the importance of teachers in the learners' process of learning and mastering reading comprehension. Various literature refers to the teachers' insufficient knowledge regarding reading comprehension and the study delves into the statements made according to current literature against the data collected during the study. A purposive sampling was done to select the participants and sites with the aim of gathering relevant information that will answer the research questions of the study. Thus, grade 3 Afrikaans Home Language teachers at a low socioeconomic full-service school were selected to participate in the study. The research questions guiding the study were twofold. The first question focuses on the literature that is already globally and nationally known. The second question focuses on the reading comprehension teaching within the framework of two grade 3 classrooms in a low socioeconomic full-service school. The answers to the two questions are compared at the end of the study to highlight and understand the similarities and differences. This study follows a qualitative approach and adopts an exploratory design as a framework. The qualitative paradigm for the study is constructivism and the epistemology is interpretivism. The study uses a case study approach and the approach is one of many forms of research in the social sciences. The study's data collection methods were semi-structured interviews, focus group interviews and classroom observations. The data collected through the methods gives a clear picture of what the teachers' knowledge is regarding teaching reading comprehension. The data that has been collected and analyzed contributes to the field of education by obtaining a clear picture of what current literature provides and what the teachers' experiences and knowledge are within the grade 3 classrooms of a low socioeconomic full-service school. The outcomes of the study will therefore contribute to the need for more in-depth research on reading comprehension teaching which is in demand.