Die onderrig van leesbegrip in graad 3-klaskamers: ’n verkennende studie

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dc.contributor.advisorBarends, Zeldaen_ZA
dc.contributor.authorMostert (nee Roode), Yvonneen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2024-02-20T06:18:07Z
dc.date.accessioned2024-04-26T08:50:29Z
dc.date.available2024-02-20T06:18:07Z
dc.date.available2024-04-26T08:50:29Z
dc.date.issued2023-03
dc.descriptionThesis (MEd)--Stellenbosch University, 2024.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van die studie is verdeel in drie doelwitte; om die onderrig van leesbegrip in graad 3-klaskamers te verken, die faktore wat bydra tot leesbegriponderrig te verken, sowel as aanbevelings maak op grond van die navorsingsbevindinge. Die belangrikheid van die studie lê in die beperkte literatuur oor uitdagings en beskrywings van wat tydens leesbegrip onderrig gebeur vanuit die onderwyser se perspektief. Huidige literatuur lê klem op die belangrikheid van onderwysers in die leerders se proses om leesbegrip te leer en te bemeester. Verskeie literatuur verwys na die onderwysers se onvoldoende kennis rakende leesbegrip en delf die studie in die stellings wat gemaak is volgens huidige literatuur teenoor die data wat ingesamel is gedurende die studie. ’n Doelgerigte steekproefneming is gedoen om die deelnemers en terreine te kies met die doel om relevante inligting te versamel wat die navorsingsvrae van die studie sal beantwoord. Dus is graad 3 Afrikaanse Huistaal onderwysers by ’n lae sosio-ekonomiese voldiensskool gekies om aan die studie deel te neem. Die navorsingsvrae wat die studie gelei het, was tweedelig. Die eerste vraag fokus op die literatuur wat reeds globaal en nasionaal bekend is. Die tweede vraag fokus op die leesbegrip onderrig binne die raamwerk van twee graad 3 klaskamers in ’n lae sosio-ekonomiese voldiensskool. Die twee vrae se antwoorde word aan die einde van die studie vergelyk om die ooreenkomste en verskille uit te lig en te verstaan. Hierdie studie volg ’n kwalitatiewe benadering en aanvaar ’n verkennende ontwerp as raamwerk. Die kwalitatiewe paradigma vir die studie is konstruktivisme en is die epistemologie interpretivisme. Die studie maak gebruik van ’n gevallestudie benadering en is die benadering een van vele vorms van navorsing in die sosiale wetenskappe. Die studie se data-insamelingsmetodes was semi-gestruktureerde onderhoude, fokusgroeponderhoude en klaskamerobservasies. Die data wat ingesamel is deur die metodes gee ’n duidelike beeld van wat die onderwysers se kennis is rakende leesbegrip onderrig. Die data wat versamel en geanaliseer is dra by tot die veld van onderwys deur ’n duidelike beeld te verkry van wat huidige literatuur verskaf en wat die onderwysers se ervaringe en kennis is binne die graad 3 klaskamers van ’n lae sosio-ekonomiese voldiensskool. Die uitkomste van die studie sal dus bydra tot die behoefte aan meer diepgaande navorsings oor leesbegrip onderrig wat in aanvraag is.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentxii, 153 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/130197
dc.language.isoaf
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshEarly childhood educationen_ZA
dc.subject.lcshEducation, Primaryen_ZA
dc.subject.lcshReading comprehensionen_ZA
dc.subject.nameUCTD
dc.titleDie onderrig van leesbegrip in graad 3-klaskamers: ’n verkennende studieaf_ZA
dc.typeThesisen_ZA
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