Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies

• Main Author: Goosen, Chantel Lee-Anne
• Other Authors: Hugo, Anna Johanna, 1947-
• Format: Others
• Language: en
• Published: 2013
• Subjects: English second language (ESL) learners; First additional language; Home language; Language development; Phonemic awareness; THRASS; 372.6521044; English language > Study and teaching (Primary) > South Africa > Pretoria > Foreign speakers > Case studies
• Online Access: http://hdl.handle.net/10500/11820

In South Africa, the topic of reading has been of great interest on the development of language since it has been estimated that 12 million learners will go through the education system per year. A key concern for all these learners is language. The majority of South African learners do not speak English as their home language, yet the dominant language of learning and teaching (LoLT) is English. It is important for these learners to become fluent in the LoLT as the future of education is dependent upon it. South Africa has been struggling since 2001 to implement a programme in schools that will improve the Literacy abilities of learners. An in-depth study was undertaken to determine whether the THRASS methodology would possibly improve the reading and spelling abilities of Grade 2 English second learners at an inner city school in Pretoria. The research explored the reading and spelling difficulties encountered by these learners. A profile of the Grade 2 English second language learner was compiled. An understanding of how the THRASS programme works has been included. The results from the research indicated that the reading abilities of the Grade 2 learners had improved, however, there was not a significant difference in their spelling abilities. === Inclusive Education === M. Ed. (Inclusive Education)