isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

ufunda umbhalo ngoba phela uma efunda, kumele akuqonde akufundayo (Fukkink,
Hulstijn & Simis, 2005; Cunningham & Stanovich, 1998; Bester, 2008; Reading
Rockets, 2009; Zimmermann & Hutchins, 2003; Smith & Elley, 1994; Block & Israel,
2005). Ngakho-ke lokhu kukhomba ukuthi uma abafundi befunda kodwa bebe
bengakuqondi abakufundayo, akusikho ukufunda lokho. Ngamanye amazwi lapho
kungekho khona ukuqondwa kombhalo, kusuke kungakafinyelelwa kokuyiyona nhloso
yokufunda okubhaliwe (Reading Rockets, 2009; Snowling & Hulme, 2007).
Ucwaningo luyakuveza ukuthi lapho izingane zifundiswa ukufunda okubhaliwe
ngokukuqonda zisencane emabangeni aphansi, kuba nemiphumela emihle (Duke &
Pearson, 2002; Stahl, 2004); futhi kuba nemiphumela emihle kakhulu uma kwenziwa
ngokuba kuphinde kuthuthukiswe nolwazi lokufunda imisindo namagama enjengoba
emile embhalweni (Block & Mangieri, 2003; Pressley et al, 2001; Taylor, Pearson, Clark,
& Walpole, 2000). Ngokwalolu cwaningo kwatholakala ukuthi othisha bagxila
engxenyeni eyodwa yokuphelele, bazibe enye ingxenye ebalulekile nayo, okwenza ukuthi
bagcine bengafinyelelanga kokuyiyona nhloso yokufunda okubhaliwe, okungukuba
abafundi baqondisise umbhalo abawufundayo.
Ngakho-ke abakwenzayo othisha kuyaphambana nokushiwo yilaba bacwaningi
abacashunwe ngenhla njengoba bengafundisi izingane ngendlela yoku thi zifinyelele
ekuqondeni umbhalo, ngesizathu sokuthi izingane zisencane ngokweminyaka, njengoba
bebeka. Lokhu kufakazela khona ukungabi nasithombe esicacile ngenhloso yokufundisa
ukufunda neyokufunda okubhaliwe. Lokhu kweya izingane ngokuba othisha bazibone
zisencane ekutheni zifundiswe ukufunda umbhalo ngokuwuqonda kuyafana nokwake
kwabikwa nguDuke benoPearson (2002, p. 247) ukuthi ngeminyaka ye-1960
kwakunenkolelo yokuthi othisha babengakufundisi ngendlela ukufunda okubhaliwe
ezinganeni. Bathi kwabamangaza ukuthola ukuthi abahlanganyeli bocwaningo babethatha
ngokuthi:
It is not possible, or at least wise to teach comprehension to young children
who are still learning to decode text.... phonics and word identification
should be the sole priority in the primary grades.
285