Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad
Literature indicates that there is a national outcry about learners who read below the required levels and that poor matriculation results are, in part, due to the low levels of learners’ reading skills. The focus of this study is reading difficulties experienced by learners in the Foundation Phase...
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| Format: | Others |
| Language: | en |
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2014
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| Online Access: | Hlalethwa, Bella Dudula (2013) Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad, University of South Africa, Pretoria, <http://hdl.handle.net/10500/13678> http://hdl.handle.net/10500/13678 |
| Summary: | Literature indicates that there is a national outcry about learners who read below the required levels and that poor matriculation results are, in part, due to the low levels of learners’ reading skills. The focus of this study is reading difficulties experienced by learners in the Foundation Phase in inclusive schools in Makapanstad.
The researcher used a qualitative method for the study. The case study research design was adopted for the study. Three schools in Makapanstad were sampled for the study. Empirical investigation was conducted through literature study, observations, interviews and document analysis.
There is a worldwide concern with regard to learners’ low reading levels. The study explores the extensive models, methods and theories on reading, the strategies that could be used to teach reading in the Foundation Phase to alleviate or improve reading difficulties experienced by learners, as well as the findings and recommendations towards minimising the reading difficulties in primary schools. === Inclusive Education === M. Ed. (Inclusive Education) |
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