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5.2.5.2 UKUFUNDISA IZINCAZELO ZAMAGAMA Kubo bonke othisha ababeyingxenye yocwaningo, kwagqama ukuthi othisha bayazifundisa izingane ukuba zazi izincazelo zamagama aphathelene nesifundo futhi anomsindo okusuke kugxilwe kuwo ngalelo viki, kumbe athintekayo kuleso sifundo. Lawo magama baye babafundise ngoba kusuke kufanele bawazi, kuzoba lula lapho sebehlangabezana nawo endabeni abazoyifunda noma abayifundayo. Othisha bebanga lesithathu babeka ukuthi bafundisa amagama okumele abafundi bawazi ingakafundwa indaba, ukuze beqambe bethi bafunda indaba, bebe sebewazi, bazi nezincazelo zawo. Lokhu kwavela kubo bonke othisha abebeyingxenye yocwaningo. Lapho uthisha efundisa izincazelo zamagama, akavele nje akhulume ngalelo gama kuphela, kodwa ukhombisa ngisho nalapho lingakwazi ukusebenziseka khona. Ngaleso sikhathi uthisha uzama ukwakha isithombe engqondweni yezingane ngalelo gama. Uthisha uNtombifuthi uchaza kanje: Kanti kwesinye isikhathi kwa-Grade 3 siqala ngokubukeza okwakwa Grade 2, sichaze amagama size siwabhale phansi, singakangeni endabeni, siwachaze, siwabhale ebhodini, baze bawazi, bathi beqambe bengena endabeni bebe sebewafundile amagama. Okunye esikwenzayo ukuthi izinto ezisendlini yokufundela sizilebule, sizibhale amagama azo ukuthi ziyini. Kuyasiza kakhulu lokho. Njengoba nocwaningo lusho, ulwazi lwezincazelo zamagama lubalulekile ekufundiseni ukufunda okubhaliwe. Ucwaningo luyafakaza ukuthi lokhu kungakhuphula izinga lokufunda ngokuqondisisa kubafundi (Stahl & Fairbanks, 1986; Biemiller, 2001; Biemiller & Slonim, 2001; Hirsch, 2001; Dickinson & Neuman, 2006; NRP, 2000). Nokho-ke ucwaningo luyagcizelela ukuthi ulwazi lwezincazelo zamagama noma ulwazimagama kumele kufundiswe ngesikhathi umbhalo <strong>of</strong>undwayo kuqhutshekwa nokuwufunda, kunokuba uthisha afundise izingane ulwazimagama / izincazelo zamagama ngaphambi kokuba umbhalo uqalwe ukufundwa (Pressley & Hilden, 2006; Snowling & Hulme, 2007; Duffy, 2009; Lehr et al, 2008; Makar & Philpot, 2004; Dickinson & Neuman, 2006; Block & Israel, 2005). 183
5.2.6. UKWENZA IKILASI LIKUFANELE UKUFUNDISA UKUFUNDA OKUBHALIWE Othisha bathi baye baqinisekise ukuthi ikilasi lokufundela libe yikilasi elikulungele ukufundisa ukufunda okubhaliwe. Lokhu kusiza ukuthi ingane ikwazi ukwemukelana nesimo futhi nomqondo wayo ukulungele ukwamukelana nesifundo. Isibonelo, uthisha uJabu uchaza kanje enkulumweni yakhe ecashuniwe lapho ebuzwa ukuthi yena ngokwakhe ucabanga ukuthi yini okufanele yenzeke ekilasini lokufundela ebangeni lesithathu: Ngingathi nje okokuqala ikilasi kumele libe- relaxed, abafundi bakwazi ngisho ukuhlala phansi. Njengoba kungabantwana abancane kumele kube khona izithombe ekilasini, ama-puppets uma kunendaba efundwayo enabalingiswa abathile. Kufanele uqale ufundise amagama alukhuni, bawazi bengakafundi indaba...kumele bazi nezimpawu zokubhala nokusebenza kwazo, ukusebenza kwephimbo, umzimba nobuso lapho umuntu efunda. Kumele futhi ikilasi libe nama-charts, abe -clear futhi, ikilasi libe- healthy..ne -atmosphere nje ibe -relaxed. Kuma-charts-ke kufanele kube khona elama vowels, ukubakhumbuza...Kumele futhi kube nama -flash cards, sentence strips.Izingane ziyilokhu esiyikhona thina bothisha bazo...uma sihluleka ukufundisa nazo zizohluleka ukufunda. Enye yezinto ezihluphayo ukuthi kuye kuthi nalapho uthisha azi kahle ukuthi kufanele afundiseni futhi kanjani, kodwa uthole ukuthi angakwenzi yena lokho. Kokhu kungenxa yokungabibikho kukanembeza, uthisha enze noma yikanjani ngoba azi ukuthi ingane yakhe ayikho lapha ifunda esilungwini. Kuyacaca ukuthi othisha bayazi ukuthi ikilasi okufundela kulo ingane ukufunda umbhalo kumele likulungele lokho. Ngokwale nkulumo engenhla, kuyacaca ukuthi ikilasi kumele lihlobe ngemibhalo ezoheha uthando lwezingane nokuthi izingqondo zazo zimukelane nesifundo ngenxa yokuthi ziyabona ukuthi zisendaweni efanele ukufunda. Akugcini nje ngobunjalo bekilasi kuphela, le nkulumo engenhla iyakucacisa ukuthi ngisho umoya kathisha kumele ube muhle lapho efundisa, angafiki abe ngumuntu olwa nezingane, ikakhulukazi njengoba zisencane, akudingi ukuba zethuswe ubuso bakhe. 184
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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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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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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 and 208: efunda ngabodwana. Imvamisa bafunda
Page 209 and 210: Baye baphendule imibuzo...mhlampe k
Page 211: anolwazi oluthile ababelana ngalo a
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Page 217 and 218: ngokungangingizi kanye nokufunda ng
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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
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Page 257 and 258: okubhaliwe kumfundi. Okwenzeka kule
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Page 261 and 262: 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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