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dc.contributor.authorKohler, Valerie
dc.date.accessioned2013-11-28T09:15:35Z
dc.date.accessioned2016-02-26T06:16:43Z
dc.date.available2013-11-28T09:15:35Z
dc.date.available2016-02-26T06:16:43Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/20.500.11838/1936
dc.descriptionA minor dissertation submitted in partial fulfillment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences, CAPE PENINSULA UNIVERSITY OF TECHNOLOGY, 2008en_US
dc.description.abstractReading is a critical tool for the mastery of all learning areas and is one of the best predictors of long term learning achievement. Reading must be considered a priority area in efforts to improve the quality of basic education, particularly for learners from disadvantaged backgrounds. Many learners in South Africa come from a largely oral culture in which reading of books is not common and many come from disadvantaged communities that cannot afford to buy books. The provincial and national systemic evaluation results (2003, 2005) for reading showed that at least 40% of Grade 3 and 6 learners were reading below grade level. In January 2005, in the present study, 50 % of the Grade 7 learners were reading below Grade 7 level. Many learners were discouraged because they could not master the reading tasks set to them. Others responded to the task with boredom and disdain. The learners who could read seem to be the only ones who were enthusiastic about starting and completing the reading tasks. By the end of the year, after using a guided reading programme, all students had developed a love for reading and many were reading on Grade 7 level. The present empirical study is grounded in the social constructivist framework, originating from the works of Piaget (1978), Vygostky (1929) and Cambourne (2004). Their foundational principals together with the learning outcomes specified in the Revised National Curriculum Statement (2002) formed the basis of this literacy study. A questionnaire was administered to forty-four learners at the end of a complete year where I had used the guided reading programme. The questionnaire consisted of ten closed questions and six open-ended questions. The results were analysed both quantitatively and qualitatively. The results of this study showed that the learners responded positively to reading in groups, that learners developed an interest in reading, that they acquired reading skills that they needed to become independent readers, all of which ultimately improved their self esteem and self confidence.en_US
dc.language.isoenen_US
dc.publisherCape Peninsula University of Technologyen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/
dc.subjectEducationen_US
dc.subjectTheses, dissertations, etc.en_US
dc.subjectMTechen_US
dc.titleAn investigation into the perceptions of Grade 7 learners of the effectiveness of a guided reading programmeen_US
dc.typeThesisen_US


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