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ngokuqonda umbhalo abawufundayo (DoE, 2008, p. 17). Yingakho nje abantwana abafunda ngokungangingizi bekwazi ukufunda amagama bebe bewaqonda ngesikhathi behambisa ngokus hesha amehlo abo embhalweni. U-Duffy (2009) uchaza ukufunda ngokungangingizi njengokukwazi ukufunda kuzwakale nalapho umfundi efunda ngenhliziyo; kungabi bikho nkinga futhi ofundayo afunde kahle ageleze, ebe ewuqondisisa umbhalo awufundayo (p. 32). 4.7.4.1.5 UKUFUNDA NGOKUQONDISISA (COMPREHENSION) Ukufunda ngokuqondisisa (comprehension) kungachazwa ngezindlela eziningi ezahlukene kanti futhi akulula nje ukukuchaza. Kuncike olwazini umfundi avele enalo, njengokuthi nje ulwazi lwezinto ayaye azibone emihleni noma aphila nazo. I-Oxford Pocket Dictionary (2009) ithi: “Comprehension is the action or capability of understanding something”. Ibuye ithi futhi: Reading comprehension is the level of understanding of a passage or text. For normal reading rates (around 200-220 words per minute) an acceptable level of comprehension is above 75%. I-RAND Reading Study Group (2002) ibeka kanjena: Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (p.11). Kanjalo o-Ruddell beno-Unrau (2004), babeka kanje lapho bechaza ukufunda ngokuqondisisa: Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. The words extracting and constructing are used to underscore the essential but limited role of text alone as a determining factor in reading comprehension (p. 720). 145
Kanjalo ne-The Reading Comprehension Handout (2003, p.1) ibeka ukuthi: Comprehension is the ability to gain meaning from text, and that it is an interactive process involving the reader, the text, the teacher, and the context in which it occurs. Cishe zonke lezi zincazelo ezingenhla, zichaza kucace ukuthi okuyiyona nhloso yokufunda okubhaliwe ukuba okufundayo akuqondisise. Ngakho-ke ukuqonda umbhalo kuhlanganisa izinto eziningi eziyizingxenyana zokufunda, esekuke kwaxoxwa ngazo kulesi sahluko. Ngakho-ke lapho ofundayo engawuqondi umbhalo awufundayo, kusho ukuthi usuke engafundi okubhaliwe kodwa usuke ezisholo nje amagama, hhayi ukufunda lowo mbhalo. Ngamanye amazwi usuke engakafiki kulokho okuyiyona njongo yokufunda okubhaliwe. Lokhu kuchaza ukuthi usuke nje ezidlalela lowo osuke ethi uyafunda uma lokho akufundayo engakuzwa noma engakuqondisisi. Ngale ndlela isizathu sokufunda okubhaliwe ukuqonda umlayezo osuke uqukethwe umbhalo. UMcGuinness (2004, p. 211) uthi amagama abhaliwe awulimi olukhulunywayo kodwa olubhalwe phansi. Ngale ndlela umbhalo usebenza njengesisefo sokwedlulisa imilayezo ngamagama akhulunywayo kodwa abhalwe phansi, kube ngenye yezindlela zokudlulisa umlayezo. Lokhu kusho ukuthi ofundayo kumele awazi amagama akhulunywayo noma esebhalwe phansi futhi awaqonde, aphinde awazi nokuthi abhalwa kanjani. U-McGuinness uqhubeka achaze ukuthi ukufunda amagama enjengoba enjalo embhalweni nokufunda ngokungangingizi kuholela ekufundeni ngokuqondisisa, kanti lokhu kungehlukaniswe nolwazimagama lwengane kanye namakhono ayo okuqondisisa (p. 211). Injongo yokuzuza elinye nelinye lamakhono ayizingxenye ezibalulekile ekufundeni umbhalo ukuba ofundayo aqondisise lokho akufundayo. Ngamanye amazwi ukuqondisisa kuyinto yokugcina ekufundeni ukufunda okubhaliwe kanti futhi kuhlanganisa konke okwenzeka ngaphambi kwakho (McGuinness, 2004, p. 212). Lokhu kuchaza ukuthi lapho abantwana bengenzi kahle esivivinyweni sokufunda ngokuqondisisa, akukhona nje ukuthi basuke behlulwe ukuqondisisa umbhalo, kodwa kungaba ukuthi ngelilodwa lamakhono kulana amane ayizingxenye ezibalulekile 146
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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kahle konke abakushoyo. UFilstead (
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Page 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
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Page 143 and 144: 4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
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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 and 168: ibeka ukuthi ulwazi lwemisindo lush
Page 169 and 170: I- Teachers Handbook for Teaching R
Page 171 and 172: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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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
Page 191 and 192: uNtombifuthi waphendula kanje ngenk
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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
Page 215 and 216: ayijwayele ukuba nenkinga esikoleni
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Page 221 and 222: okwenzeka kulezi zikole zombili, ko
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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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