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Ucwaningo luyatshengisa futhi ukuthi i-Whole Language Approach iyona ekulungele ukufundisa abantwana abasebancane abasaqala isikole ukuze babe nolwazi olungcono lwezimelamsindo nemisindo ngoba abantwana abangakutholi lokhu kuthuthuka ngesikhathi bengena isikole baye babe nenkinga yokufunda okubhaliwe (McKeough nabanye, 2006; Duffy, 2009; Nicholson, 2006; Dickinson & Neuman, 2006). Ngaphandle kwezincwadi ezinezithombe kuphela ezifundwa ngabantwana, ukuqonda okubhaliwe akulula ukuba kwenzeke lapho umfundi engakwazi ukufunda amagama asembhalweni, okuyinto engalekelelwa ukuba umntwana abe nalo ulwazi lwemisindo nezimelamsindo. Ngaleyo ndlela kubalulekile ukuba umntwana akwazi ukufunda amagama aqukethwe umbhalo (decoding). I –National Reading Panel (NRP) (2000) nayo iyagcizelela ukuba umntwana athi esesenkulisa, abe eseqalile efundiswa ulwazi lwezimelamsindo nemisindo, okuyingxenye ebalulekile ekufundeni okubhaliwe (McKeough et al, 2006, p. 57). Nokho-ke i-NRP (2000) iyakugcizelela ukuthi nakuba ukufundisa izimelamsindo kubalulekile, kodwa lokhu kufanele kube yisendlalelo sokufundisa ukufunda okubhaliwe. Ibeka ukuthi kungumqondo omuhle ukuthi uthisha athathe isikhathi esingangemizuzu eyishumi nsukuzonke ukwenza lokhu lapho efundisa ukufunda okubhaliwePressley & Hilden, 2006; NRP, 2000). Ngaleyo ndlela lokhu akusho ukuthi uthisha usengathatha isikhathi sonke sokufundisa ukufunda okubhaliwe efundisa ulwazi lwezimelamsindo. Izimelamsindo (phonemes) yizingxenyana ezincane emagameni abhalwe phansi, kanjalo nemisindo iyizingxenye ezincane emisindweni ekhulunywayo. Isibonelo, igama ‘iso’ linomsindo ogqamile u-‘s’. Lo msindo lapho usubhalwe phansi usuyisimelamsindo. OPhillips benoTorgesen (2006) babeka ukuthi ulwazi lwezimelamsindo lulekelela ekukhuliseni ikhono lokufunda ngokungangingizi/ ngokunganqikazi. Ngaphandle kolwazi lwezimelamsindo, abantwana bangathwala kalukhuni lapho kufanele bafunde baphimise amagama, futhi bangekwazi ukufunda baqonde amagama asenkulumeni. Lapho befunda ukufunda umbhalo nokubhala, abantwana kumele bazi izinhlamvu ezikulelo nalelo gama. 139
I- Teachers Handbook for Teaching Reading in the Early Grades (2007) iyakugcizelela ukuthi abantwana kumele bazi ukuthi isimelamsindo singabhalwa njengomsindo oluhlamvu olulodwa noma kumbe ube yiqoqwana lezinhlamvu. Isibonelo, u- ‘ng’uyinhlanganisela yezimelamsindo ezingo- ‘n’ nomsindo u‘g’, kanti futhi lezi zimelamsindo zingakwazi ukusebenza ngazodwa u ‘n’ angahambi no ‘g’, kodwa lokho akusho ukuthi kobe kunikeza izinhlamvu ezifanayo noma ezenza umsebenzi owodwa. Okungalekelela ekufundiseni ulwazi lwezimelamsindo, kanye nemisindo, yimisebenzi efana nezinkondlo, imilolozeo, kanye namaculo. Lokhu kungenziwa ezingeni lokufunda igama eliphelele nezinga lomusho (DoE, 2008c). 4.7.4.1.2 ULWAZI LOKUHLONZA/ LOKUBONA AMAGAMA (WORD RECOGNITION: PHONICS AND SIGHT WORDS) Ulwazi lokuhlonza noma lokubona amagama (word recognition) lusho amakhono adingwa umfundi wombhalo ukuze akwazi ukufunda ngisho namagama angawazi. Abantwana kudingeka ukuba bafundiswe ukukwazi ukuhlonza amagama bazi nezincazelo zawo ngoba lapho kufundiswa lokhu, kuthuthukisa ikhono lokufunda ngesivinini nakwamanye amagama, akwazi umfundi ukuwabona azi nezincazelo zawo, ngaleyo ndlela isivinini sokukwazi ukubona amagama nokuwahlonza, sithuthuke (Pressley & Hilden, 2006, p. 57). Okuyizinto ezisemqoka ngolwazi lokuhlonza amagama yimisindo kanye namagama angafundeka noma afundekayo (sight words). Igama elithi phonics ngamanye amazwi lichaza ukufunda igama ngokulihlukanisa ngezinhlamvu ezincane (syllables and letters). Kubantwana ukuze babe naleli khono, kudingeka ukuthi bafundiswe imisindo. Ukufundisa imisindo kufundisa abantwana ukuba bakwazi ukuqondanisa umsindo nohlamvu nokuba bakwazi ukusebenzisa lolu lwazi ukufunda okubhaliwe nokuphimisa amagama abawafundayo. Injongo yokufundisa imisindo nezimelamsindo ukunikeza umfundi amathuluzi okukwazi ukufunda okubhaliwe (to decode) (DoE, 2008c, p. 13). Kungenzeka bangaqondi amagama abawafundayo, ikakhulukazi uma ebhalwe ngolimi okungelona olwabo. Nokho-ke ukufundisa imisindo / izimelamsindo kubaluleke kakhulu ekufundiseni abantwana ukufunda nokubhala, okunenhloso yokuqondisisa okufundwayo, hhayi 140
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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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3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
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Page 153 and 154: ukuze kucace indawo ami kuyo ezinca
Page 155 and 156: ukuze kuthi lapho esekhulile, kuthi
Page 157 and 158: Oluningi ucwaningo lwaluvama ukubhe
Page 159 and 160: Baningi abazali abangakhulumi nezin
Page 161 and 162: umphakathi nakho konke okuyizungezi
Page 163 and 164: oqinisekisa ukuthi ukufunda okubhal
Page 165 and 166: ngoba konke lokhu kuzomsiza ekuthen
Page 167: ibeka ukuthi ulwazi lwemisindo lush
Page 171 and 172: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
Page 173 and 174: ngokuqondisisa kuncike olwazini umf
Page 175 and 176: Kanjalo ne-The Reading Comprehensio
Page 177 and 178: ilandela imiyalelo edingwa yimibuzo
Page 179 and 180: ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
Page 181 and 182: ngaphandle kukankamisa ‘i’. Unk
Page 183 and 184: njengoba echaza ukuthi abanye abant
Page 185 and 186: Kwaqapheleka ukuthi othisha abaning
Page 187 and 188: ongakhulumi, ngoba basuke bengekho
Page 189 and 190: Sekuzoxoxwa-ke ngaleli dada, nobeng
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Page 195 and 196: eseyifundile, uye abasize abalekele
Page 197 and 198: Kanti uthisha uZandile ubeka kanje:
Page 199 and 200: ingaveza isithombe sakwandabazabant
Page 201 and 202: Lapho bebuzwa ukuthi ziyiphi ezinye
Page 203 and 204: Njengoba ucwaningo oluningi luveza
Page 205 and 206: Kwesinye isikhathi ngiye ngenze sam
Page 207 and 208: efunda ngabodwana. Imvamisa bafunda
Page 209 and 210: Baye baphendule imibuzo...mhlampe k
Page 211 and 212: anolwazi oluthile ababelana ngalo a
Page 213 and 214: 5.2.6. UKWENZA IKILASI LIKUFANELE U
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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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