Die Praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n Instruksiebeplanningsproses

Abstract

Reading is the interaction between author and reader. To be able to read, the reader has to decode the message in order to read with comprehension/understanding. Reading consists of two components, namely word recognition and reading comprehension. Word recognition is the ability to recognise words as quickly as possible. Reading comprehension is the ability to store the meaning of the message in words in the brain. To be able to read the learner must be able to recognise the message and to understand what he/she reads. The ability to read is very important, because a good reading ability is the key to success in a learner’s studies at school. Reading problems occur due to the lack of phonological processing of written material. Reading problems are caused by various factors such as emotional factors, sensory factors and limited cognitive ability – to mention but a few. The purpose of this research was to determine whether a multi-sensory reading method such as the Silverman approach to reading could have a positive influence on the reading and studying abilities of a learner with dyslexia combined with an instructional design. A literature review was done on reading and reading problems, a multi-sensory approach, and well-known multi-sensory approaches such as the Davis method, Orton Gillingham method and the Silverman method. A Grade 8 learner who had been diagnosed with dyslexia was evaluated according to the ESSI reading and spelling tests to determine his reading and spelling levels. His parents and he had to complete questionnaires to determine his scholastic and social progress. After that, the learner was helped by using the Silverman spelling method to enhance his spelling and reading abilities. The duration of the course was thirteen weeks and the learner attended hourly sessions two times per week. The instructional design was used to adjust the sessions according to the learner’s needs. The quantitative research method, namely the ESSI reading and spelling tests, was used as well as the qualitative method. The researcher also used journal inscriptions to observe the sessions in order to change the programme should it be deemed necessary. After completion of the course, the learner was evaluated according to the ESSI test once more and his parents and he had to complete the questionnaire again to ensure reliability and validity. The results of the qualitative tests and the quantitative information pointed out that the learner successfully progressed in his reading and spelling abilities. Die praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n instruksie-beplanningsproses vi It is thus possible to deduct that a multi-sensory reading and spelling method such as the Silverman method had a positive influence on the learner’s reading and spelling abilities. A shortcoming in the research was that the researcher was restricted to only four months to complete the research project. Should the research have begun from the beginning of the year, the results might have differed completely. The researcher has also made recommendations about the training of teachers, as well as recommendations to the Department of Education.