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Foundation phase pre-service teachers’ reflections on a reading intervention programme
Author(s)
Van Zyl, Jean-Mari
Date Issued
2026
Type
master thesis
Publisher
Cape Peninsula University of Technology,
Abstract
The Department of Basic Education (DBE) confirmed a national reading crises after the Progress in International Reading Literacy Study identified that 78% of South African Grade 4 learners could not read with comprehension which indicates a crisis in reading in the Foundation Phase (FP). In an attempt to address this crisis, there are a plethora of assessments and interventions focusing on reading comprehension. However, in all these assessments and interventions, reading fluency remains a critical component of reading development and necessary for these assessments to be completed. The rationale of conducting this research study developed through the researcher’s experiences when she taught in the FP for three years in a variety of schools situated in both suburban and township areas. During this time, she observed this reading crises worsening in the early grades. She observed during her teaching, that FP teachers were not applying reading fluency targeted interventions that engaged their learners in an exciting way. The interventions she saw and used were concentrated on other facets of the five essential reading skills, such as phonemic awareness, word recognition, comprehension and vocabulary. No interventions were targeted at reading fluency. During her undergraduate studies she was fortunate to be involved in a digital storytelling (DST) project that focused on fluent recording of text. This experience gave her the idea that DST could be used to help learners with low reading fluency. Since then, she identified there was a dearth of recent research where authors used DST to teach FP reading fluency. This research project is a smaller project of a much larger service-learning project that used DST to teach fluency in Grade 2. This study explores pre-service teachers’ weekly reflections after participating in an intervention programme (IP). This research project was conducted at a university in the Western Cape targeting FP pre-service teachers.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2026
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Jean-Mari_van Zyl_216055229.pdf
Size
1.79 MB
Format
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(MD5):3ceaed1078a7141a811f3d8f0cec5f46