isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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ebhalwe phansi (izimelamsindo, ngenxa yokuthi othisha balisebenzisa ngale ndlela. 8. Unkamisa (vowel): Lokhu kusho noma yikuphi kwalezi zimela msindo: a, e, i, o, u. 9. ‘Ulwazi lokufunda nokubhala’ noma ‘ukufunda nokubhala’ (Literacy): Ngenxa yokuthi ziningi izincazelo zegama elithi ‘literacy’, kulo mqingo lisho ukufunda nokubhala, noma ulwazi lokufunda nokubhala. 10. Ulwazi lwezimelamsindo noma ulwazi ngezimelamsindo: Lokhu kusho ulwazi lwemisindo ebhalwe phansi. Kanti futhi kulo mqingo libuye lisho ulwazi lwemisindo, nakuba kuyimisindo ebhalwe phansi, kungaseyona ezwakala ngendlebe. 11. Inqubomgomo yolimi (language policy): Lokhu kusho imigomo ephathelene nolimi noma imithetho ethile elawula ukusebenza kolimi. 12. Ukufunda okufufusayo noma okusafufusa (emergent literacy): Lokhu kusho ukufunda komntwana osemncane, okuqala kusukela ingane izalwa, futhi okuhlanganisa onke amakhono olimi. 13. Abahlanganyeli bocwaningo noma abacwaningwayo (research participants / the researched): Lokhu kusho labo umcwaningi aqoqe kubo ulwazi oludingwa wucwaningo. 14. Ucwaningo lobunjalo: Lokhu kusho i-qualitative research. 15. Ucwaningo lobunjalo besimo: Leli gama lisetshenziswe ukuchaza i-case study. xviii
16. Inhlololwazi (interviews) izingxoxo phakathi komcwaningi nababambe iqhaza ocwaningweni. 17. Inhlololwazi esakuhleleka: Lokhu kusetshenziswe ukuchaza i-semi- structured interview. xix
Page 1 and 2: AN EXPLORATION INTO THE PEDAGOGY OF
Page 3 and 4: DECLARATION I, ZINHLE PRIMROSE NKOS
Page 5 and 6: I dedicate this thesis to the follo
Page 7 and 8: ACKNOWLEDGEMENTS Numerous people ha
Page 9 and 10: AMAZWI OKUBONGA Ngifisa ukubonga ku
Page 11 and 12: ABSTRACT The problem of poor readin
Page 13 and 14: ukuba zithuthuke ekufundeni okubhal
Page 15 and 16: UHLU LWEZELEKO (LIST OF APPENDICES)
Page 17: IZINCAZELO ZAMANYE AMAGAMA ABALULEK
Page 21 and 22: ISAHLUKO 1 ISENDLALELO SOCWANINGO O
Page 23 and 24: 2.5.2.1 UKUZILUNGISA (SELF CORRECTI
Page 25 and 26: ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
Page 27 and 28: ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
Page 29 and 30: 9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
Page 31 and 32: Harly, 2006). USolwazi uSolomon Sib
Page 33 and 34: Ngesikhathi kusungulwa i-Readathon
Page 35 and 36: 10 kuya phezulu. Ngikusho lokhu ngo
Page 37 and 38: Uhulumeni waseNingizimu Afrika usus
Page 39 and 40: laseNingizimu Afrika kuphela, kodwa
Page 41 and 42: okufunda, ukubhala kanye nokubala a
Page 43 and 44: Kokubili-ke isiZulu njengolimi lwas
Page 45 and 46: lwasekhaya bayahlomula ngalezi zinh
Page 47 and 48: imiphumela yocwaningo lwangonyaka w
Page 49 and 50: Kodwa manje ukufunda ukufunda okubh
Page 51 and 52: 1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
Page 53 and 54: angamaphesenti angama-21 (Zulu Lang
Page 55 and 56: phakathi neKwaZulu-Natal, esikhulun
Page 57 and 58: inhlolokhono isenziwa ngaso isiNgis
Page 59 and 60: yokuthi zase zinezingane okudinga z
Page 61 and 62: zonke izinsuku. Uma abafundi sebefu
Page 63 and 64: enza iphutha lo mfundi kwakuyinduku
Page 65 and 66: 1.14 INHLOSO YOCWANINGO NALAPHO LUG
Page 67 and 68: � 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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akusiwona amagama angempela ngenxa
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lungathathwa njengeziqalo zocwaning
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ongumhlanganyeli wocwaningo bavumel
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ngalokhu ocwaningwayo akushilo, aza
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lwasekhaya. Lokhu kwakuzosiza ekuth
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kuyindawo esengake ngahlala kuyo. N
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engingakaze ngizwe ngayo phambilini
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yokulandelisa, eyayilandela umbuzo
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kwalawo ma-themes athe ukujula impe
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ingakwazi ukwenabela kubantu, noma
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4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
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feminists, yama-constructivists, ya
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ewufundayo, indawo lapho esuke ifun
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ulwazi olusha nolwazi abavele benal
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ndawo lapho lukhulunywa khona kanti
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ukuze kucace indawo ami kuyo ezinca
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ukuze kuthi lapho esekhulile, kuthi
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Oluningi ucwaningo lwaluvama ukubhe
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Baningi abazali abangakhulumi nezin
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umphakathi nakho konke okuyizungezi
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oqinisekisa ukuthi ukufunda okubhal
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ngoba konke lokhu kuzomsiza ekuthen
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ibeka ukuthi ulwazi lwemisindo lush
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I- Teachers Handbook for Teaching R
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4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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ngokuqondisisa kuncike olwazini umf
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Kanjalo ne-The Reading Comprehensio
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ilandela imiyalelo edingwa yimibuzo
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ngaphandle kukankamisa ‘i’. Unk
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njengoba echaza ukuthi abanye abant
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Kwaqapheleka ukuthi othisha abaning
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ongakhulumi, ngoba basuke bengekho
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Sekuzoxoxwa-ke ngaleli dada, nobeng
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uNtombifuthi waphendula kanje ngenk
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ungakhulumi ngemisho enemisindo aba
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eseyifundile, uye abasize abalekele
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Kanti uthisha uZandile ubeka kanje:
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ingaveza isithombe sakwandabazabant
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Lapho bebuzwa ukuthi ziyiphi ezinye
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Njengoba ucwaningo oluningi luveza
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Kwesinye isikhathi ngiye ngenze sam
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efunda ngabodwana. Imvamisa bafunda
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Baye baphendule imibuzo...mhlampe k
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anolwazi oluthile ababelana ngalo a
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5.2.6. UKWENZA IKILASI LIKUFANELE U
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ayijwayele ukuba nenkinga esikoleni
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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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