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okubhaliwe, kepha zonke zithuthukiswe ukuze ukufundisa okubhaliwe kube yimpumelelo. 4.7.4.1 IZINGXENYE EZISEMQOKA EKUFUNDISWENI KOKUFUNDA OKUBHALIWE (NECESSARY COMPONENTS OF READING) Njengoba sengike ngachaza phambilini kulesi sahluko, uMnyango WezeMfundo (2008c, p. 11) ubala izingxenye ezinhlanu ezibalulekile ekufundiseni ukufunda okubhaliwe okuyilezi ezilandelayo: ulwazi lwezimelamsindo / lwemisindo, ulwazi lokuhlonza noma lokubona amagama, ulwazimagama, ukufunda ngokungangingizi noma ngokunganqikazi, kanye nokufunda ngokuqondisisa. Yileyo naleyo ngxenye kudingeka ukuthi ifundiswe kubantwana, kwenziwe lokhu ngazo zonke izinsuku, kodwa kungafundwa lokhu ngakodwana, kumele kube yingxenye yombhalo ofundwayo. 4.9.3.1.1 ULWAZI LWEZIMELAMSINDO (PHONEMIC AWARENESS) Ulwazi lwezimelamsindo, okuyiqoqa elingaphansana kwe-phonological awareness 8 , iwukukwazi ukuhlukanisa izimelamsindo ezihamba ngazodwana, noma izinhlamvu ezakha igama. Kubalulekile ukuthi izimelamsindo zingehlukaniswe nemisindo eziyimele, ngoba abantwana kumele bazi imisindo ngokuyikhuluma, bayazi nokuthi lapho isibhalwe phansi iba njani. I-Teacher’s Handbook for Teaching Reading in the Early Grades (2007) 8 Phonological awareness: is the ability to segment language aurally. It refers to knowledge of the sound units (phonemes) used in a language, including the ability to hear and produce separate phonemes. It is the first component that supports the development of reading skills. Both phonological and phonemic awareness are aural skills. Phonemic awareness is a subset of phonological awareness. According to Wikipedia (2009), phonological awareness refers to an individual's awareness of the sound structure, or phonological structure, of a spoken word. Some researchers use the term phonemic awareness to refer to awareness of the smallest sound units (phonemes) and phonological awareness to refer to awareness of all sound units (including phonemes, syllables, and words), but for the purposes of this project, I use the terms interchangeably to refer to awareness of phonemes. It involves knowing that words are composed of sound units and that sound units can be combined to form words. For example, the spoken word imali consists of five phonemes: i/m/a/l/i. Phonological awareness refers to (1) the process of breaking a spoken word into its sound units, such as being able to discriminate the sounds i/m/a/l/i when the word ‘imali’ is spoken, and (2) the process of producing and blending sound units to form spoken words, such as being able to produce and blend these five sounds when one wants to say the word ‘imali’. 137
ibeka ukuthi ulwazi lwemisindo lusho ukukwazi ukuqaphela, ukucabanga nokusebenzisa izinhlamvu emagameni akhulunywayo. Kanti uShanahan (2006) embikweni awethula kwi-National Reading Panel Report ubeka ukuthi ulwazi lwemisindo lusho ukukwazi ukulalela noma ukuzwa imisindo eyizinhlamvu emagameni akhulunywayo kanye nokukwazi ukuzisebenzisa. Ngamanye amazwi nanxa kubalulekile ukuthi umfundi azi imisindo elalelwayo, kumele abe nalo futhi ulwazi lokubona le misindo isibhalwe phansi. Ngamanye amazwi kufanele ingane yazi ubudlelwano obukhona phakathi komsindo nophawu oluwumele. Ngale kwalokhu, kumele abafundi bakwazi ukuzibona zizihambela zodwa izimelamsindo, bazihlephule emagameni aphelele. Ngaphambi kokuba abantwana bafunde ukufunda okubhaliwe, kufanele bazi ukuthi izimelamsindo zisebenza kanjani ukwakha igama eliphelele. Lokhu kuchaza ukuthi kumele bazi ukuthi kufanele baqonde ukuthi amagama akhiwa yizimelamsindo noma yizinhlamvu (DoE, 2008c), ezinobudlelwano nemisindo elalelwa ngendlebe. Ngakho-ke injongo yokufundisa abantwana ulwazi lwemisindo, ukuba bakwazi ukuzwa umehluko emisindweni eyahlukene, bakwazi nokuyibona isibhalwe phansi, isiyizimelamsindo, ingasezwakali ngendlebe kodwa isibonakala ngamehlo. Lokhu kusiza ukwehlisa izinga lokwehluleka ukufunda okubhaliwe (Nicholson, 2006, p. 31). Ngale ndlela abantwana basebenzisa izindlebe zabo ukulalela, kodwa hhayi amehlo lapho befundiswa imisindo (Duffy, 2009, p.198), kanti izimelamsindo yileyo misindo esibhalwe phansi, esikwazi ukuyi bona ngamehlo. Kumele kugcizelelwe ukuthi ulwazi lwezimelamsindo lungafundwa njengesendlalelo sokuzofundwa (pre-reading activity) futhi kuvame ukufundiswa abantwana abasacathulayo ekufundeni okubhaliwe. Kodwa- ke, abanye abantwana bathi beqambe beza esikoleni bebe sebevele bekwazi ukwehlukanisa imisindo ethile ngenxa yokuthi bebekade bedlala imidlalo yemisindo besesekhaya, becula imilolozelo, befundelwa izindaba ezinemisindo ethile egqanyiswayo kuzo, kanti bebebuye benze izinto ezithile ezihlobene nemisindo okuzobasiza lapho sebengena esikoleni (Duffy, 2009, p. 198). 138
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AN EXPLORATION INTO THE PEDAGOGY OF
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DECLARATION I, ZINHLE PRIMROSE NKOS
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I dedicate this thesis to the follo
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ACKNOWLEDGEMENTS Numerous people ha
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AMAZWI OKUBONGA Ngifisa ukubonga ku
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ABSTRACT The problem of poor readin
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ukuba zithuthuke ekufundeni okubhal
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UHLU LWEZELEKO (LIST OF APPENDICES)
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IZINCAZELO ZAMANYE AMAGAMA ABALULEK
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16. Inhlololwazi (interviews) izing
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ISAHLUKO 1 ISENDLALELO SOCWANINGO O
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2.5.2.1 UKUZILUNGISA (SELF CORRECTI
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
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9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
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Harly, 2006). USolwazi uSolomon Sib
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Ngesikhathi kusungulwa i-Readathon
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10 kuya phezulu. Ngikusho lokhu ngo
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Uhulumeni waseNingizimu Afrika usus
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laseNingizimu Afrika kuphela, kodwa
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okufunda, ukubhala kanye nokubala a
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Kokubili-ke isiZulu njengolimi lwas
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lwasekhaya bayahlomula ngalezi zinh
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imiphumela yocwaningo lwangonyaka w
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Kodwa manje ukufunda ukufunda okubh
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1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
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angamaphesenti angama-21 (Zulu Lang
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phakathi neKwaZulu-Natal, esikhulun
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inhlolokhono isenziwa ngaso isiNgis
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yokuthi zase zinezingane okudinga z
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zonke izinsuku. Uma abafundi sebefu
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enza iphutha lo mfundi kwakuyinduku
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1.14 INHLOSO YOCWANINGO NALAPHO LUG
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� Isahluko sesihlanu sethula umbi
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2.1 ISINGENISO Esahlukweni esedlule
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Njengoba sengike ngachaza, ucwaning
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kokubuka othisha ngenkathi befundis
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) nokufunda okubhaliwe ngesiNgisi u
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ngokuqondisisa (comprehension), uku
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Ngaphandle kolwazi abafundi abavele
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ngayo lapho befunda ulimi lwabo iba
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ULevine nabanye (2000) bathi: “Th
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uzoveza ulwazi olusha kulo mkhakha
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2.3.1 UKUFUNDA OKUBHALIWE NGOKWE-SO
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ezincane. Isibonelo, izinhlamvu (le
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kuphela, kodwa nomuntu omdala uyafu
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uvele ukhona embhalweni (does not r
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ngolimi, amakhono okuhlaziya amagam
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usedlulile ebangeni lesithathu esik
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kodwa nasezincazelweni nasekwakhiwe
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Ububi bale ndlela yilobu obulandela
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2.4.4 INDLELA EYINGXUBE (ECLECTIC A
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2.4.6. I-WHOLE LANGUAGE APPROACH I-
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2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
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ekufundiseni ukufunda emabangeni om
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2.5.3 AMASU ASETSHENZISWA NGEMVA KO
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ucwaningo luveza ukuthi abakwenzayo
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Page 171 and 172: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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Page 179 and 180: ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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Page 185 and 186: Kwaqapheleka ukuthi othisha abaning
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Page 201 and 202: Lapho bebuzwa ukuthi ziyiphi ezinye
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ngokungangingizi kanye nokufunda ng
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asebenzisa ziphi izindlela namasu,
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okwenzeka kulezi zikole zombili, ko
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Ngezansi yisibonelo semisindo eyayi
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elehlukile, njengokuthi nje enze ok
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L: Ngephini T: Yebo iphini L: Pheph
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L: Liyaphephuka T: lenzenjani iphep
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Fig. 4 Umsebenzi owawubhalwa ekilas
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Emva kokufunda amagama ephindelelwa
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Lokhu kwaveza umqondo wokungahleli
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Lo mfundi owayenza lo msebenzi, kuy
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lokhu, okuyinto okumele ngabe uyijw
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Fig. 11 Umsebenzi womfundi 2 wesibi
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Fig. 13 Umsebenzi womfundi 4 wesibi
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ngokwakwenzeka esikoleni iGolide en
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L: Uphethwe yikhanda T: Omunye futh
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Reading Rockets, 2009; Zimmermann &
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6.2.2.4 NGOLWESINE NgoLwesine uthis
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Kule ndaba kuyakhombisa ukuthi uthi
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ngamunye umusho akhombe ingane ukub
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okubhaliwe kumfundi. Okwenzeka kule
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umcwaningi wayefuna ukuqiniseka uku
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7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
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Nakuba ebangeni lesithathu amagama
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Lapho sebeqedile ukufunda amagama u
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L: Ingwici. T: Konje uma uphethwe i
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Fig. 19 Imisho eyayigcwaliswa ngaba
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amabili ayewahlukanisile ekilasini.
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ebhodini, bese ethi abakhe imisho n
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ubudlelwano nokufundwa kombhalo, ng
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T: Ake siphinde siwafunde sonke fut
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7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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(Lehr et al, 2008; Duffy, 2009; Mak
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L: UMaza noZola. T: Konje sitheni n
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T: Funda. L6: Izindaba ku-TV zaziyi
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ngezinye izindlela. Yingakho nje ng
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abazange baye emtatsheni wolwazi. I
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ndlela ye-look-and-say ingane ifund
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kufanele bafunde ngokuqonda umbhalo
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omunye onconyiwe nguthisha. Lokhu k
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ezinganakwa ngabazali, nakuba zazik
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T: Nizobhala isipelingi, kumele nit
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7.3 IQOQA LESAHLUKO Kulesi sahluko
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8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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yokufundwayo njengokuthi zizakhele
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phambili ekwakhiweni kolwazi olusha
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okubhaliwe. Kanjalo no-Inglis naban
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for Learning; kanjalo ne-National R
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Njengoba ngike ngachaza esahlukweni
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La mazwi akhombisa ukuthi kade yaba
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Nokho-ke lokhu akusho ukuthi ukufun
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Ngakho-ke ngenxa yokungabi naso isi
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8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
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ukukhuluma afana namabizo athile, i
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sezingxoxo ezaba ngemumva kokubukel
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La mazwi angenhla angethusa ngoba a
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siyazifaka izinyanga zonyaka zesiZu
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9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
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Nakuba ngokwabo beziveza izizathu z
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ngokuzokwenzeka embhalweni, ziseben
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oluzobheka izindlela zokufundisa ok
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yini ngenxa yezilimi zabo ezingeson
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IMITHOMBO ESETSHENZISIWE Abadzi, H.
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Barone, D. (2002). Literacy Teachin
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Bohannan, J.N. (1993). Theoretical
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Cohen, L., Manion, L. and Morrison,
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Dickinson, D.K. and Neuman, S.B. (2
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Fecteau, M.L. (1999). First and Sec
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Hamlyn, M. (07 January 2010). Motsh
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Kukan, L., and Beck, I.L. (1997). T
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Magubane, K. (2008). Major Plans to
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National Reading Panel. (2000). Tea
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Pardo, L.S. (2004). What Every Teac
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RAND Reading Study Group. (2002). R
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Segalwe, O. (2006). SA's R6bn Liter
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Stahl, S.A. and Miller, P.D. (1989)
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Thorndike, R.L. (1973). Reading Com
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Wessels, M. and van den Berg, R. (1
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ISELEKO 1: UHLELO LWEMIBUZO YEZINGX
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5. Ngesikhathi sezingxoxo wawubeke
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Seating arrangement Does the seatin
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The study will benefit the school i
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• Findings will be disseminated t
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• The school will have an opportu
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Uma unemibuzo mayelana nalolu cwani
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ISELEKO 9: UMSEBENZI KATHISHA UTHAN
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ISELEKO 11: IKHADI LOKUBONGA LEZING
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