Combining 'phonics' and 'whole language' approaches in teaching reading : a case study of Phenduka Literacy Project in an Alexandra school.
Date
2009-02-10T10:10:24Z
Authors
Murahwa, Sindisiwe
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Abstract
This research report is a case study, the aim of which is to describe and analyse the
methods used by a non-profit organization in teaching Grade Seven (7) learners with
reading difficulties in an Alexandra Township school, by using a combination of the
whole language and phonics approaches. It involves Phenduka Literacy Project
facilitators immersed in a two to three week literacy intervention with an average of 30-
35 Grade 7 learners at Dr Knak Primary School. The aim of the Phenduka programme
is to improve learners’ levels of reading so that they can meet the demands of high
school education. Data was collected by analysing the teaching material, carrying out
semi-structured interviews with Phenduka facilitators, and observing the facilitators at
work. The findings revealed that there is no one suitable method for teaching reading;
rather, using an integrated approach would bear much fruits. It is envisaged that the
findings of this study would enlighten teachers in disadvantaged communities in South
Africa who face the same scenario of dealing with poor readers and using limited
teaching/learning resources.
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Keywords
Reading, Phonics approach, Whole language approach, Phenduka Literacy Project