| Summary: | Thesis (DEd)--University of Stellenbosch, 2004. === ENGLISH ABSTRACT: Language is central to everyone's life, forms part of personal growth, interaction with
others, and provides access to learning and development. In a multilingual country like
South Africa a learner is not only expected to have a high level of proficiency in his
mother tongue, but also in a second language. Investigations into the literacy
proficiency of learners in the Foundation Phase, reveal that learners cannot read
sufficiently well at the end of Grade 3. These investigations therefore focus attention on
the instruction of literacy. The Revised National Curriculum Statement (2002) proposes
that a balanced approach be adapted so that learners can develop skills and strategies
to decipher the "code" of written language.
The object of this study is to develop a theoretically founded Literacy programme for
Grade R learners, which will equip them, in an informal and enjoyable manner, with an
understanding of the concept of writing and getting to know the symbols of writing. This
can be used as an alternative system of indications in initial reading for Grade 1.
The focus of literary review is specifically directed towards two approaches in literacy,
namely the holistic approach and the phonics approach. The holistic approach deals
with literacy development unitarily and emphasizes concept formation, following a topdown
process in reading instruction. The point of departure of the proponents of the
phonics approach is that preparation for reading is done directly with written language.
This approach proposes a bottom-up process. Phonemic awareness with letter-sound
correspondence is instructed explicitly, directly and systematically prior to, and
independently, of reading instruction.
A positive attitude regarding reading and books is very important in the development of
literacy and as much as 50% of attention in presentations ought to focus on establishing
positive attitudes. To accomplish this, presentations should be planned according to the
principles of early child development in terms of which the learners' level of
development, capabilities, needs and fields of interest are taken as the point of
departure. The empirical investigation in this study comprises a case study of a Grade R class. An
intervention programme, in which the focus fell upon letter-sound correspondence, was
implemented during the case study. The lessons introduced letter-sound
correspondence, which was directly linked to the existing Literacy Curriculum being
applied in Grade R at the time. A balanced approach, in terms of which components of
both approaches in literacy development were incorporated, was followed.
How a young child learns and attains a grasp of the world about him was thoroughly
taken into account in the design of the intervention programme. No formal supervision
was included in the intervention programme, but objective data were obtained through a
thorough literature study, participatory observation by different observers and interviews
with several role players.
Grade R learners are eager to learn, are at a very impressionable stage of their lives
and want to know more about writing and books. These learners were motivated so
that they participated enthusiastically in the programme. Positive attitudes were
inculcated and they eagerly commenced Grade 1. === AFRIKAANSE OPSOMMING: Taal staan sentraal in elkeen se lewe; nie aileen vorm dit deel van sy persoonlike groei
en sy interaksie met ander nie, maar dit is ook sy toegang tot leer en ontwikkeling. In 'n
veeltalige land soos Suid-Afrika word nie net 'n hoe taalbevoegdheidsvlak in die leerder
se huistaal verwag nie, maar ook in 'n tweede taal. Ondersoeke na die
geletterdheidsvermoens van leerders in die Grondslagfase, wat bevind dat leerders aan
die einde van Graad 3 nie behoorlik kan lees nie, vestig die aandag op die onderrig van
geletterdheid. Die Hersiene Nasionale Kurrikulumverklaring (2002) stel voor dat 'n
gebalanseerde benadering gevolg word sodat die leerder vaardighede en strategiee
kan ontwikkel om die "kode" van geskrewe taal te ontsluit.
Die doelstelling van hierdie studie is om 'n teoreties gefundeerde Geletterdheidsprogram
vir Graad R-Ieerders te ontwikkel wat die jong leerder toerus om die konsepte
van skrif te verstaan, skrifsimbole op 'n informele en genotvolle wyse te leer ken sodat
dit as 'n alternatiewe aanwysingsisteem gebruik kan word in aanvangslees in Graad 1.
Die literatuuroorsig vestig die aandag veral op twee benaderings in die
geletterdheidsveld, naamlik die holistiese benadering en die fonetiese benadering
(phonics). Die holistiese benadering hanteer geletterdheidsontwikkeling as 'n eenheid,
beklemtoon begripsvorming en volg 'n bo-na-onder-proses in leesonderrig.
Voorstanders van die fonetiese benadering gaan egter van die standpunt af uit dat
voorbereiding vir lees direk met geskrewe taal gedoen word en beveel 'n onder-na-boproses
aan. Dit word aanbeveel dat fonemiese bewustheid met letter-klankkorrespondering
eksplisiet, direk en sistematies onderrig word voor en onafhanklik van
leesonderrig. .
'n Positiewe ingesteldheid ten opsigte van lees en boeke is krities belangrik in. die
ontwikkeling van geletterdheid en tot soveel as 50% van die klem in aanbiedinge
behoort op die vestiging van positiewe houdings te fokus. Om dit te bewerkstellig word
aanbiedinge volgens die beginsels van vroeekindontwikkeling beplan deurdat die
leerder se ontwikkelingsvlak, sy verrnoens, behoeftes en belangstellingsveld as
vertrekpunt geneem word. Die empiriese ondersoek van hierdie studie behels 'n gevallestudie by 'n Graad R-klas.
'n Intervensieprogram wat op letter-klankkorrespondering fokus, is tydens die
gevallestudie ge"lmplementeer. Die lesse het letter-klankkorrespondering bekend gestel
en sluit direk aan by die bestaande Geletterdheidskurrikulum wat alreeds in Graad R
toegepas word. 'n Gebalanseerde benadering is nagestreef deurdat komponente van
albei benaderings ge·inkorporeeris.
Die wyse waarop die jong kind leer en hoe hy begrip van die wereld am hom verkry, is
deeglik in die antwerp van die intervensieprogram in ag geneem. Geen formele
toetsing is in die intervensieprogram ingesluit nie, maar objektiewe data is verkry deur 'n
grondige literatuurstudie, deelnemende observasie deur verskillende waarnemers
asook onderhoude met verskillende rolspelers.
Die Graad R-Ieerders wat leergierig en op 'n baie ontvanklike stadium van hul lewe is
en graag van skrif en boeke wil weet, was gemotiveerd en het met oorgawe aan die
program deelgeneem. Positiewe houdings is gekweek en die leerders kon Graad 1 met
entoesiasme aanpak.
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