3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Do teachers need to believe in an intervention for it to be effective? A mediation analysis of the reading catch-up programme in Pinetown, KwaZulu Natal(2019) Baldese, BoitumeloLiteracy, which is the ability to read and write, forms the building blocks to one’s learning and inevitably enables active participation in a nation (Bormuth, 1974). The literacy landscape in South Africa is such that, although enrolment levels are high, about 74 percent of learners still cannot read with understanding after six years of schooling (Spaull & Taylor, 2015), rendering the quality of education in the country relatively poor. Consequently, there are studies that investigate interventions that may improve literacy outcomes, some of which focus teacher development and instructional change. This study is based on an initial study of the Reading Catch-Up Programme, a randomised control trial implemented in Pinetown, KwaZulu-Natal. The purpose of the programme was to effect instructional change with the use of scripted lesson plans, high quality reading resources as well as onsite one-on-one coaching in order to improve learner performance on literacy (Fleisch, et al., 2016). The purpose of this study to determine if teachers internalising the instructional change is significant in impacting learner performance, using a causal mediation analysis, where teachers’ internalisation is the mediator and learner performance is the outcome. The study found that teachers’ internalisation is not significant in impacting learner performance and that most of the teachers in the treatment group did not internalise the instructional change. Alternatively, the study may suggest a sequence of teacher change reflecting the Guskey model, where teachers form a belief in the instructional change only after the improvement on learner performance is evident, which may also encourage persistence and sustainability of the change. However, due to data limitations, the full Guskey sequence cannot be tested, which presents an opportunity for future research.Item The longitudinal effect of treatment, gender, socio-economic status and home language on primary school children's reading comprehension, annoyance reactions to road and aircraft noise exposure and coping, in Kwazulu-Natal, South Africa.(2017-01) Völkel, GabrielaAim: In the context of a multi-cultural South Africa, this study sought to investigate and describe the longitudinal effects of treatment, gender, socio-economic status and home language on primary school children’s reading comprehension, annoyance reactions to road and aircraft noise and coping in KwaZulu-Natal, South Africa. This was important to explore in order to provide valuable insight into teacher’s instruction, particularly in noisy environments. Additionally, insight into potential scholastic and psychological interventions may be provided. Procedure: This study constituted part of a larger, longitudinal, South African-based study, namely The Road and Aircraft Noise Exposure on Children’s Cognition and Health (RANCH – South Africa) study. It was a quantitative, developmental study that utilised data collected in 2009 in schools located within the vicinity of the Durban International Airport and in 2010, after the relocation of the airport to King Shaka International Airport in La Mercy. In total, 408 learners across 5 public schools in the KwaZulu- Natal province participated in the study. A child questionnaire was reviewed to obtain relevant biographical data pertaining to this study, as well as annoyance reactions to road and aircraft noise exposure and coping skills data. The data of the Suffolk Reading Scale 2 (SRS2), which was used to obtain reading comprehension scores, was also reviewed. Data was analysed using both descriptive and inferential statistics. Repeated MANOVA tests were conducted to explore the effects of four variables; treatment group, gender, socio-economic status (SES) and home language. The treatment group consists of learners who were exposed to noise (experimental group) and those who were not exposed to noise (control group). Results: English First Language (EFL) speakers performed significantly better on reading comprehension tasks over time than their counterparts who spoke English as Additional Language (EAL) (p< .005). Treatment group, gender and SES did not have significant influence on reading comprehension tasks over time. Annoyance reactions to both road (p< .05) and aircraft (p< .001) noise exposure are significantly affected by the treatment group to which learners belong. Learners from the experimental group experienced significantly less annoyance than those from the control group. In terms of aircraft noise exposure, language also has a significant effect on annoyance reactions; EFL learners experienced less annoyance than EAL learners over time (p< .001). Lastly, learners from the experimental (noise exposed) group were able to cope significantly better than those from the control group (p< .001). These results suggest that language and previous exposure to noise have the most significant impact. Conclusion: Reading comprehension, annoyance reactions and coping are indeed affected by a variety of variables, most notably that of language and previous exposure to noise. There is no significant effect of gender or socio-economic status. This research implies that the effect that noise exposure has on the emotional adjustment and resilience of learners exposed thereto is important to consider, as well as role of the educator and the impact that background noise has on their teaching and their own ability to cope. Key Words: reading comprehension; annoyance reactions; coping; home language; noise exposure; South Africa.Item The reading world of black workers(2015-03-13) French, Edward.;An understanding of the identity of reading and its social meanings should contribute to the quality of adult literacy work. This study is an inquiry into ways ot understanding reading, and specifically into its meaning and role in the lives of black workers in South Africa. The understanding of reading has been dominated by positivism, but 1ncreasing interest has been shown in the relationship cf literacy and society. However, even these approaches remain largely objective. Alternatives to objectivism are presented in some detail. This provides the background and rationale for a broad account of the social history and contexts of reading in black society in South Africa and for a study of what reading means to eighteen leading black employees at two East Rand factories. The reading world of black workers is characterised by various deprivations and disadvantages. The printed word is owned and controlled by white government and capital in a contradictory and contested hegemony, yet it is perceived positively as an aspect of our society in which black people participate fully, and from which they benefit unequivocally. Reading is understood in terms of aspirations to modernity and to be.ng at home in s national and cosmopolitan community. The experience of reading is felt to be vitally important, although it is not a major feature in the daily lives of most of the participants in this study. Newspapers occupy a dominant position in the reading world of black workers, but t ne level of critical awareness of the media would appeal to be low. The study as a whole works against reductionism; the tendency for literacy to be claimed in the name of instrumental purposes is contested. Implications of the study for adult education and research are briefly considered.Item A (case) study of newly qualified teachers' experiences of support in a foundation phase literacy classroom.(2013-01-11) De Jong, DebbieThis case study research explores the effects of emotional support on four newly qualified Foundation Phase teachers in their first year of teaching, and how this affects their ability to teach reading. The research is qualitative and draws on data from from four sources to construct and interpret the different experiences of support within a conceptual framework derived from literature on the subject. The literature review is presented in two sections. Section 1 investigates the essential components of a reading programme to establish if the teachers were adequately prepared during pre-service training. Section 2 investigates the effects of support on newly qualified teachers‟ ability to teach. A key theme from Section 2 suggests that appropriate support positively affects first year teachers‟ ability to teach and implement the skills and knowledge acquired during pre-service training. Each teacher kept a journal, completed a questionnaire and was observed and interviewed between April and November 2008. The research draws out themes from the data about the support experienced by the participants during their first year and then correlates these experiences to their teaching of reading. Key findings suggest that these newly qualified teachers perceived themselves to be adequately prepared to teach reading but, without adequate support, they struggled to implement their newly acquired skills and knowledge and resorted to less effective strategies. This research seeks to add to the literature on how to support newly qualified teachers in their first year as a means to improving the teaching of reading in the Foundation Phase. in South African schools.Item Teaching and assessing reading to meet the requirements of the COSC English examination in selected Lesotho high schools.(2012-03-09) Mosothoane, MatumaneThe comprehension of English plays a significant role in Lesotho’s education system, as it determines students’ access into tertiary studies. Teachers of English therefore have an important role to play in developing students’ English reading comprehension skills. The COSC examinations provide a formal assessment of reading comprehension in English. This study investigates how Lesotho English teachers teach and assess reading comprehension to meet the requirements of the COSC English examination in six selected Lesotho high schools. Data was collected through interviews and the reading comprehension tasks that the six teachers devised for COSC students. They also drew marking memoranda for the tasks. Five selected COSC English past question papers were also analysed against the tasks devised by teachers. The results indicated that all the six teachers did not teach effective reading strategies to students. Although they asked questions of high instruction in the tasks, the data collected also reflected that teachers did not teach students to read as text users nor text analysts. This also was the case with the five selected COSC past question papers that were analysed. Both the COSC questions and the teachers asked questions that tested readers’ roles as text participants. Recommendations in this study are that another research be made on teaching English as a subject which will encompass other elements of English teaching which were not within the scope of this research report.Item Combining 'phonics' and 'whole language' approaches in teaching reading : a case study of Phenduka Literacy Project in an Alexandra school.(2009-02-10T10:10:24Z) Murahwa, SindisiweThis 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.Item An intervention to develop English reading abilities of second language grade 9 learners(2008-05-26T10:51:29Z) Long, Susanne IngeborgIn support of educational equity, the White Paper 6 (Department of Education, 2001) states that every learner in South Africa has the right to pursue their learning potential to the best of their ability. The South African Schools Act of 1996 states that a school’s language policy may not exclude learners from different backgrounds. As a result, many English second language (L2) learners struggle to understand the learning material and perform poorly academically. Poor literacy and reading skills have been identified in the literature (for example Pretorius, 2005) as a significant cause for poor academic performance. In an endeavour to work within the Outcomes Based Education (OBE) system, teachers are increasingly seeking ways to improve group learning. These factors motivated the present study and a paired reading intervention was selected and administered to Grade 9 English second language learners. Volunteer participants consisted of an Experimental Group (n 53) and a Comparison Group (n 53). Each group was divided into strong (mentor) and weak (mentee) readers. Pre-tests and post-tests were conducted regarding the Experimental and Comparison Group’s scores on the Vocabulary and Comprehension subtests of the Stanford Reading Diagnostic Test (SDRT): Brown Level and the Academic Performance of both groups were recorded at pre and post-test phases. After an 11 week intervention programme a statistical analysis of the results was conducted. The overall means for the groups were analysed using t-tests to establish any significant differences between the pre-test and post-test results. An Analysis of Covariance (ANCOVA) was also conducted to determine whether any significant differences existed between the Experimental and Comparison Group. A null hypothesis was supported. It would appear that the whole-hearted commitment and participation of all role-players is essential for the effective implementation of a peer reading intervention at a school.Item Book Frontiers Reconstructing Readers and Reading in a Nineteenth Century Eastern Cape Missionary Journal(2006-11-17T10:57:10Z) Clarke, Russell Paul;This study is a historical analysis of readers and the practices of reading in the late nineteenth century Eastern Cape, with particular focus on the Lovedale Institution. Well known as the progenitor of an African elite, the Lovedale mission institution, school and Press have been well-documented and studied, as has the Eastern Cape frontier – but the role of books and reading in their social and material practice has seldom been examined in very close detail in relation to this imagined textual community. A close examination of the contemporary evangelical journal, The Christian Express, reveals much in terms of what was being read, and how reviews and secondary matter on texts that were in circulation may have influenced conceptions of what books and literacy meant to the people reading the journal. These ideas have been traced through advertisements, reviews, columns and letters in order to understand the ways in which the journal portrayed books as material and intellectual objects. Delving deeper than the materiality of the book in an empirical world, however, this study seeks to analyse how books and readers were both constructed and represented, and involves an attempt (although admittedly a highly theoretical undertaking) to reconstruct the various reading strategies employed by readers on the frontier of race, class, and nation.