Repository logo
 

Trampoline trajectories : a dialectical analysis of the correlation between the teaching of reading and the learner-academic performance in a South African rural primary school.

dc.contributor.advisorMgqwashu, Emmanuel Mfanafuthi.
dc.contributor.authorMakhathini, Bheka Adolphus.
dc.date.accessioned2017-01-16T09:45:07Z
dc.date.available2017-01-16T09:45:07Z
dc.date.created2015
dc.date.issued2015
dc.descriptionDoctor of Philosophy in Education Studies. University of KwaZulu-Natal, Edgewood 2015.en_US
dc.description.abstractUsing the Learning to Read methodology as an intervention, the study explores the phenomenon of the teaching of reading in a poor rural South African primary school. It examines the centrality of reading in the overall improvement of academic performance of learners across the curriculum. The study foregrounds as its theoretical and conceptual framework Bernstein’s, Vygotsky’s and Halliday’s theories that collectively inform the Learning to Read methodology to conceptualise the study, generate data and theorise the research findings. The Mixed Methods approach as a research methodology, Embedded Design as a research design, classroom observation, semi-structured interviews and documentary evidence collectively are used to generate data. Research findings reveal that there are fundamental assumptions that underpin teachers’ practices regarding the teaching of reading. Such assumptions tend to impact negatively on the academic performance of learners and/or produce positive outcomes for them. Thus, the attitudes, practices and perceptions (“understandings”) of practitioners on reading instruction as a phenomenon reflected in the kind of academic achievements of learners before, during and after the intervention are a major contribution to the field of language education. Crucially, the study reveals that the teaching of reading contributes significantly towards the improvement of learner academic performance when practiced across the curriculum, particularly in settings of extreme disadvantage.en_US
dc.identifier.urihttp://hdl.handle.net/10413/13900
dc.language.isoen_ZAen_US
dc.subjectReading (Elementary) -- South Africa -- Language experience approach.en_US
dc.subjectSchool children -- Books and reading -- South Africa.en_US
dc.subjectMotivation in education -- South Africa.en_US
dc.subjectReading (Elementary) -- South Africa.en_US
dc.subjectTheses -- Education.en_US
dc.titleTrampoline trajectories : a dialectical analysis of the correlation between the teaching of reading and the learner-academic performance in a South African rural primary school.en_US
dc.typeThesisen_US

Files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Makhathini_Bheka_Adolphus_2015.pdf
Size:
6.82 MB
Format:
Adobe Portable Document Format
Description:
Thesis

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.64 KB
Format:
Item-specific license agreed upon to submission
Description: