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Chamot & El-dinary, 1999; Cohen 1998). Olunye ucwaningo lwalubheka amasu okufunda okubhaliwe, kanti olunye lwalubheka ukusetshenziswa kwamasu okufunda okubhaliwe (Sangmin, 2007; Bharuthram, 2006). UBlaine (2007) ufakaza ngokuthi uma ukufunda kwengane esikoleni kuhamba kahle ngendlela yokuthi ingane nengane ikwazi ukufunda okubhaliwe, ukubhala, kanye nokubala; lokhu kungaba nomphumela omuhle kakhulu lapho ingane iqhubeka nokufunda idlulela ezikoleni zamabanga aphezulu, ngisho nasezikhungweni zemfundo ephakeme. Kanti abanye abacwaningi babebheka okuyizona zimbangela zabafundi abafunda kanzima (struggling readers), kanjalo nalokho okungadala izinkinga zokufunda kubafundi abakhubazekile, abathatha kancane, kanye nalabo abakhaliphile. Ngeminyaka ye-1960 kuya eminyakeni ye-1980, ukufunda ngokuqondisisa kwakufundiswa ngokuthi abafundi babuzwe imibuzo lapho sebeqedile ukufunda umbhalo, noma banikezwe amaphepha ababezosebenzela kuwo lapho babezobhala ngokuyiwona mqondo oqukethwe umbhalo, babheke ukulandelana kwezigameko, balandele izimpawu, baqaphele imininingwane ethile, nobudlelwano phakathi kwesisusa nomphumela wokuthile embhalweni lowo. Lokhu kwahamba kwahamba kwashintsha njengoba ucwaningo lwanamuhla luyakugcizelela ukuthi kubalulekile ukuthi kubhekwe ukuthi yini nani esuke yenzekile ukuze kufikwe ekutheni ingane iqondisise umbhalo ewufundayo. Njengoba sengike ngachaza, ukuqhamuka ngoba usuthi uhlola abafundi ukuthi bawuqondisisile umbhalo akunamqondo ngoba lokho kusuke kusho ukuthi uthisha usuke efuna umphumela, kodwa ebe engacabanganga ukuthi kufinyelelwe kanjani kulowo mphumela wokufunda okubhaliwe (Cheng, 2003; Lee, 1998; Yigiter, et al 2005; Yang, 2004; Stannovich, 2000; Pearson, 2006; Pretorius, 2000). 2.2.1 UCWANINGO OSELWENZIWE EMAZWENI ANGAPHANDLE Ngonyaka we-1978, uDurkin wabika ngemiphumela yocwaningo lokufunda ngokuqondisisa olwalwenziwe emakilasini asezikoleni zikahulumeni eBoston. Emva 43
kokubuka othisha ngenkathi befundisa ukufunda okubhaliwe emakilasini, uDurkin wasonga ngokut hi othisha babechitha isikhathi esincane kakhulu lapho befundisa ukufunda okubhaliwe, okwakungabalekeleli abafundi ukuba bawuqonde umbhalo abawufundiswayo. Babechitha isikhathi esingaphansi kwephesenti eli-1 ekufundiseni abantwana ukufunda okubhaliwe ngenhloso yokuba bakuqonde. UDurkin uphawula athi ngeshwa, abacwaningi abaningi ngisho nanamuhla basalokhu beqhubekile nokubika ukuthi akukho bungcono obusatholakele ngemiphumela yokufundisa ukufunda okubhaliwe (Collins-Block, et al, 2003). Lapho ebuzwa uDurkin ngokuyikhona kwakwenziwa ngothisha lapho befundisa ukufunda okubhaliwe, uDurkin wabika ukuthi othisha abafundisi ukufunda okubhaliwe, kodwa abakwenzayo ‘ukutshela’ abafundi nokubuza (‘mention’ and ‘question’). NgokukaDurkin (1981a, p. 516): a mentioner is a teacher who says ‘just enough about a topic, for example, unstated conclusions, to allow for a written assignment to be given... Ngale kwalokhu, uDurkin wabika ukuthi othisha babengalokothi bagxile olwazinimagama kumbe emagameni okufanele aziwe ngabafundi. Uma babekwenza, babekwenza nje kube sengathi bagcina icala (Durkin, 1981a, p. 524). Othisha babevele bafundise uhlu lwamagama izingane okumele ziwazi nje, emva kwalokho babuze imibuzo. Okuyiyona nto eyayihamba phambili-ke kwakungamaphepha ayenikezwa abafundi ukuba babhale imisebenzi, baphendule imibuzo yokuhlolwa, kodwa hhayi ukufundisa ukufunda okubhaliwe, njengoba ngivezile esigabeni esingenhla. UDurkin (1981b) waphinde wenza olunye ucwaningo lapho ayecubungula khona izincwadi zokufundisa ukufunda okubhaliwe ezinhlanu ezazithathwa njengezinohlonze lapho ziqhathaniswa nezinye ezazishicilelwe ezingeni likazwelonke. Waphinda wathola imiphumela evumelana nocwaningo lwakhe lokuqala. Isizathu salokhu kwaba ukuthi abashicileli bezincwadi, njengothisha, babehluleka ukuveza umehluko phakathi kokufundisa ukufunda ngokuqondisisa nokuhlola ukufunda ngokuqondisisa. Lezo zincwadi zazingenalutho olwalulekelela othisha mayelana nokuthi kwakufanele bazifundise kanjani izingane ukufunda okubhaliwe ukuze zikwazi ukufunda futhi zikuqondisise ezikufundayo. Kunalokho, izincwadi okuyizona ezazithathwa 44
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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
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
Page 69 and 70: 2.1 ISINGENISO Esahlukweni esedlule
Page 71: Njengoba sengike ngachaza, ucwaning
Page 75 and 76: ) nokufunda okubhaliwe ngesiNgisi u
Page 77 and 78: ngokuqondisisa (comprehension), uku
Page 79 and 80: Ngaphandle kolwazi abafundi abavele
Page 81 and 82: ngayo lapho befunda ulimi lwabo iba
Page 83 and 84: ULevine nabanye (2000) bathi: “Th
Page 85 and 86: uzoveza ulwazi olusha kulo mkhakha
Page 87 and 88: 2.3.1 UKUFUNDA OKUBHALIWE NGOKWE-SO
Page 89 and 90: ezincane. Isibonelo, izinhlamvu (le
Page 91 and 92: kuphela, kodwa nomuntu omdala uyafu
Page 93 and 94: uvele ukhona embhalweni (does not r
Page 95 and 96: ngolimi, amakhono okuhlaziya amagam
Page 97 and 98: usedlulile ebangeni lesithathu esik
Page 99 and 100: kodwa nasezincazelweni nasekwakhiwe
Page 101 and 102: Ububi bale ndlela yilobu obulandela
Page 103 and 104: 2.4.4 INDLELA EYINGXUBE (ECLECTIC A
Page 105 and 106: 2.4.6. I-WHOLE LANGUAGE APPROACH I-
Page 107 and 108: 2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
Page 109 and 110: ekufundiseni ukufunda emabangeni om
Page 111 and 112: 2.5.3 AMASU ASETSHENZISWA NGEMVA KO
Page 113 and 114: ucwaningo luveza ukuthi abakwenzayo
Page 115 and 116: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
Page 117 and 118: semfundo njengoba onke amanye amakh
Page 119 and 120: umcwaningi aqonde kahle ukuthi othi
Page 121 and 122: 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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