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Uthisha waveza ukuthi uye anike abafundi izincwadi zezindaba ezahlukene, kube nezabafunda ngesivinini ezinye kube ngezalabo abanesivinini esincane. Ubahlukanisa ngokwamaqembu, abafunda ngesivinini banikwe indaba eyehlukile kweyalabo abafunda kancane. Lokhu uthisha uye akwenze ngokuthi angaze abanika incazelo yokuthi kungani izindaba abazifundayo zingafani ngoba labo abafunda kanzima bangaphatheka kabi ukuthi bona banikwe indaba elula ngenxa yokuthi basalele emumva ngokufunda kunabanye; bese lokhu kuqeda ukuzethemba kanye nelukuluku lokufunda kulabo bafundi. Lapho sebehambile abanye sekuphume isikole kumabanga aphansi, uthisha usala nalabo abafunda kancane abalekelele. Nokho-ke nakuba uthisha uMbali echaza kanjena, lokhu akwenzekanga ngesikhathi esefundisa ukufunda okubhaliwe umcwaningi embuka efundisa. Ngamanye amazwi lokhu ngulwazi analo kodwa angalusebenzisi. Uthisha uMbali waphendula kanje ngenkathi ebuzwa ukuthi uye asebenzise ziphi izindlela ukuhlola abafundi bakhe ukufunda umbhalo: Senza ama passages, ngesikhathi befunda-ke ubahlukanisa ngokwama levels, kukhona asebewo fast reader laba sebazi namagama amaningi, kube khona lo ofunda ngalinye igama, ngalinye igama kanti ne-material obenzela yona ayifani, uye ubenzele ethe thuthu laba abafunda kangcono kuthi laba abanye ubenzele ethe ukuba lulanyana laba abangathi basatotoba, engconywana abazokwazi ukuyiqonda. Umcwaningi wabuye waqhubeka wabuza ukuthi abaze bangabuza yini laba abasele emumva ukuthi kungani bona benikwa izindaba ezingafani nezabanye. Uthisha uMbali waphendula kanje: No, abazi futhi phela angithi bangama-groups, abasazi isizathu. Uye usho nje ukuthi le group izothola lesi siqephu, lena izothola lesi kanjalo kanjalo, ubatshele ukuthi uma le group isiqede ukufunda lapha izobe isithatha indaba eyenziwa yileli qembu, ngaleyo ndlela baye balangazelele ukuyofunda izindaba ekade zifundwa abanye kwamanye amagroup. They want to go there,bajahe ke ukufunda ezinye izindaba ezifundwa abanye. Kanti uthisha uSbo waphendula ngendlela ehlukile ngoba yena wabeka kanje ngesikhathi ebuzwa ukuthi uye asebenzise ziphi izindlela ukuhlola abafundi bakhe ukufunda umbhalo: 179
Baye baphendule imibuzo...mhlampe kube nesiqeshana, after June kwa Grade 3 ziba ningi izindaba...kufanele umbuze ukuthi igama elithi i- yunivesithi liphi kule ndaba? Usezofunda-ke mhlampe uyalibona emshweni othi uMark wayefunda eyunivesithi yase-UKZN. Umbuze ukuthi igama elithi isigcwelegcwele liphi kule ndaba. Ngalokhu sisuke sizama ukuba encourage(r) ukuthi bafunde emakhaya bafunde nendaba. Bese kuba nemibuzo yale ndaba. Kuye kufanele bayiphendule leyo mibuzo, bayifunde bakwazi ukuyiphendula ngokwama group, njalonjalo. Bayaphendula babhale phansi. Imibuzo isukela endabeni, baphendule futhi ukuthi igama elithile liphi. Lezi zincazelo zalaba othisha zisho izinto ezahlukene. Impendulo kathisha uMbali ikhombisa ukuthi usuke ehlola abafundi ukuthuthuka kwabo ekufundeni okubhaliwe, atghole ukuthi sebethuthuke kangakanani ekufundeni okubhaliwe. Kanti ekathisha uSbo ikhombisa ukuthi usuke ehlola abafundi ukuthi bayiqondisisile yini indaba abakade beyifunda. Ngamanye amazwi lokhu kuveza isithombe sokuthi abanye othisha abanalo ulwazi lokuthi lapho uhlola abafundi ukufunda umbhalo yikuphi okumele ukwenze ukuze uthole isithombe esiyiso ngezinga abakulo lokufunda umbhalo. 5.2.4.2 ISIBIZELO NENDATSHANA Kwacaca ukuthi bonke othisha bavumelana ngokuthi ukuhlola abantwana ngesibizelo nangokubhala yizona zinto othisha abazenzayo ekuhloleni ukuthi abantwana bayathuthuka yini ngokukwazi ukufunda okubhaliwe. Ukubizela abantwana isibizelo kwenzeka ngosuku lokugcina evikini, uLwesihlanu. Uthisha ubabizela amagama anomsindo okade kugxilwe kuwo ngalelo viki. Iningi lalawo magama uthisha usuke ekade ebanike ngoMsombuluko iviki liqala, abanike wona njengomsebenzi wasekhaya ukuba bayowafunda, belekelelwa ngabazali babo. Iningi lala magama liba yingxenye yesibizelo sangoLwesihlanu. Othisha baveza ukuthi iye ibonakale ingane ekade ilekelelwa ngumzali ekhaya, naleyo ekade ingalekelelwa. Lokhu kubonakala ekwenzeni kwayo ekuhlolweni ngesibizelo. Nokho-ke nakuba bechaza othisha ukuthi bahlola izingane ukuthuthuka kwazo kokufunda okubhaliwe ngokuthi bazibhalise isibizelo, kodwa isibizelo asihloli ukufunda okubhaliwe ngoba lapha basuke bebhala, bengafundi. Ngamanye amazwi bahlola ukufunda ngokubhala. Isibonelo, uthisha uZanele 180
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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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
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)
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
Page 191 and 192: uNtombifuthi waphendula kanje ngenk
Page 193 and 194: ungakhulumi ngemisho enemisindo aba
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: efunda ngabodwana. Imvamisa bafunda
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
Page 217 and 218: ngokungangingizi kanye nokufunda ng
Page 219 and 220: asebenzisa ziphi izindlela namasu,
Page 221 and 222: okwenzeka kulezi zikole zombili, ko
Page 223 and 224: Ngezansi yisibonelo semisindo eyayi
Page 225 and 226: elehlukile, njengokuthi nje enze ok
Page 227 and 228: L: Ngephini T: Yebo iphini L: Pheph
Page 229 and 230: L: Liyaphephuka T: lenzenjani iphep
Page 231 and 232: Fig. 4 Umsebenzi owawubhalwa ekilas
Page 233 and 234: Emva kokufunda amagama ephindelelwa
Page 235 and 236: Lokhu kwaveza umqondo wokungahleli
Page 237 and 238: Lo mfundi owayenza lo msebenzi, kuy
Page 239 and 240: lokhu, okuyinto okumele ngabe uyijw
Page 241 and 242: Fig. 11 Umsebenzi womfundi 2 wesibi
Page 243 and 244: Fig. 13 Umsebenzi womfundi 4 wesibi
Page 245 and 246: ngokwakwenzeka esikoleni iGolide en
Page 247 and 248: L: Uphethwe yikhanda T: Omunye futh
Page 249 and 250: Reading Rockets, 2009; Zimmermann &
Page 251 and 252: 6.2.2.4 NGOLWESINE NgoLwesine uthis
Page 253 and 254: Kule ndaba kuyakhombisa ukuthi uthi
Page 255 and 256: ngamunye umusho akhombe ingane ukub
Page 257 and 258: 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
Page 357 and 358:
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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