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igama elisebenziseke ngayo, ngaleyo ndlela akwazi ukuzitholela incazelo yalo. Kodwa- ke noma kunjalo sikhona isidingo sokuba kufundiswe ulwazimagama, umntwana afunde amagama amasha, ngendlela ehlelekile. Amagama yiwona phela esiwasebenzisa lapho sicabanga, ukuzwakalisa imizwa esinayo ngento ethile kanye nemiqondo esiyidlulisayo, nokuba sifunde nangomhlaba esihleli kuwo (Makar & Philpot, 2004, p. 1). OPressley benoHilden (2006) bathi akufanele uthisha abe nohlu lwamagama okufanele izingane ziwazi, ngamanye amazwi uhlu lwamagama achazwayo ngoba engajwayelekile ezinganeni, kodwa kufanele lokhu kufundiswe ngesikhathi umbhalo ufundwa, hhayi ngaphambi kokufundwa kombhalo (p, 58). Ngenxa yokuthi amagama ayisisekelo ekufundeni okubhaliwe, ukuthuthukisa ulwazimagama kubantwana kusemqoka kakhulu. Yingakho nje lapho umfundi azi amagama amaningi nezincazelo zawo, eceba olimini, kanti ukuceba ngolwazimagama kuyinto ebalulekile ekufundeni ngokuqondisisa okuyimpumelelo. Lokhu kungenxa yokuthi okuyiyona njongo esemqoka ekufundiseni ukufunda okubhaliwe, ukuqinisekisa ukuthi abantwana bayakuqonda abakufunda embhalweni lapho befunda ngesivinini (Dickinson & Tabors, 2001; Dickinson & Neuman, 2006; Makar & Philpot, 2004). OWilson beno-Anderson (1986) babeka ukuthi lokho ongakwazi kungakulimaza. Ngakho-ke kusemqoka ukuthi umntwana angasweli ulwazimagama, ukuze akwazi ukufunda ngokuqondisisa umbhalo. UDuffy (2009) ubeka kanje: Reading is language, and language is made up of words. Words reflect experiences. For instance, you know what ‘piedmont’ means if you have experienced living in North Carolina or if you have done a lot of reading and talking about Piedmont region of the United States. The more experiences you have, the more words you have; and the more words you have, the more likely it is that you will become a good reader. Because new words come from experiences, literate classroom environments are characterised by rich experiences with content areas such as science and social studies. These translate into new vocabulary. The richer the vocabulary, the more likely it is that students will become readers. (p. 10) La mazwi acashunwe ngenhla agcizelela khona ukuthi ulwazimagama ngenye yezingxenye ezibalulekile olimini abantwana abaludingayo ukuze bakwazi ukufunda okubhaliwe ngokukuqondisisa. Futhi kungeke kwayekwa ukugcizelelwa ukuthi ukufunda 143
ngokuqondisisa kuncike olwazini umfundi avele enalo kumbe ulwazi lwezinto umfundi aphila nazo, azibona imihla ngemihla. Lokhu kungenxa yokuthi ulwazi umfundi avele enalo angakwazi ukuluveza ngamagama. Lapho izincazelo zamagama umfundi engazazi, lokhu kusho ukuthi umfundi akanalo ulwazi ngalawo magama, kumbe akakaze ahlangabezane nawo. Ngakho-ke ngaphandle kolwazi lwalawo magama, kungebe lula ukuxhumana (Duffy, 2009, pp. 14-15). Okusemqoka kakhulu ngokufundisa ulwazimagama ukuthi kungakhuphula izinga lokufunda ngokuqondisisa (Stahl & Fairbanks, 1986). Abacwaningi abaningi bavumelana ngokuthi ulwazimagama luneqhaza elikhulu okulibambile kubafundi abaningi abangaphumeleli esikoleni, ikakhulukazi labo bantwana abavela emindenini ehlwempu (Biemiller, 2001; Biemiller & Slonim, 2001; Hirsch, 2001; Dickinson & Neuman, 2006; NRP, 2000). Isibonelo, umntwana oneminyaka emine yobudala ovela emndenini ompofu kungasho ukuthi ulahlekelwe ulwazimagama lwamagama ayizi-13 000 000 (13 million) lapho eqhathaniswa nomntwana ovela ekhaya elimi kahle (othola izinto eziyimibhalo eyahlukene futhi elekelelwa ngabazali) kanye nayizi-30 000 000 (30 million) amagama esephelele ewonke nje nalawo okungadingekile ukuthi aze azi izincazelo zawo lapho eqhathaniswa nomfundi ovela emndenini wabantu abasebenzayo (Hart & Risley, 1995; Block & Israel, 2005). Kanti i-National Reading Panel (2000) eMelika yathola ukuthi ukufundisa ulwazimagama kubalulekile kakhulu kumntwana ukuba akwazi ukufunda ngokuqondisisa. 4.7.4.1.4 UKUFUNDA NGOKUNGANGINGIZI/ NGOKUNGANQIKAZI (FLUENCY) Ukufunda ngokungangingizi noma ngokunganqikazi (fluency) kusho ukukwazi ukufunda amagama kahle nangesivinini kodwa ube uwaqonda, kanti futhi kuyinto esemqoka lapho kufundwa okubhaliwe okunenhloso yokuqondisisa. U-Answers.com (2009) uchaza ukufunda ngokungangingizi njengokukwazi ukufunda, ukubhala, ukukhuluma kanye nokuqonda lokho okukhulunywa kusheshwa, ngaphandle kokungingiza, futhi ofundayo afunde ngendlela egelezayo kungabi bikho ukuthiyeka. Uma abantwana befunda ngokubala amagama, bafunde igama ngalinye, kusho ukuthi banobunzima ekufundeni 144
Page 1 and 2:
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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semfundo njengoba onke amanye amakh
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umcwaningi aqonde kahle ukuthi othi
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Page 157 and 158: Oluningi ucwaningo lwaluvama ukubhe
Page 159 and 160: Baningi abazali abangakhulumi nezin
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Page 165 and 166: ngoba konke lokhu kuzomsiza ekuthen
Page 167 and 168: ibeka ukuthi ulwazi lwemisindo lush
Page 169 and 170: I- Teachers Handbook for Teaching R
Page 171: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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
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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:
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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
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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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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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