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Nangale kwalokho, abantwana abafundiswayo abafani, yilowo nalowo wehlukile komunye. Lokhu kungasho ukuthi kukhona okungathi lapho usebenzisa indlela ethile ekubafundiseni, ibe yimpumelelo koyisebenzisayo, kodwa enye ingane kumbe iqembu elithile lezingane zingahluka, ngakho bese kusho ukuthi ayikwazi ukusebenziseka ngempumelelo kuzo. Kungagcizelelwa ukuthi njengoba ziziningi kangaka izindlela zokufundisa ukufunda okubhaliwe, kodwa ayikho nayinye indlela okungathiwa yiyonayona esebenziseka ngempumelelo kumbe engcono kunezinye. Isizathu salokhu ukuthi uthisha nothisha wehlukile komunye, kanjalo ingane nengane yehlukile kwezinye izingane. Ngakho-ke lokhu kusho ukuthi okusemqoka ukuthi indlela ethile isetshenziswa ngubani, kubani, kanjani. Kusemqoka ukuba kugcizelelwe ukuthi ikhono likathisha yilona elisemqoka ekwenzeni ukufunda kube yimpumelelo. Ngezansi ngezinye zezindlela ezisetshenziswa ngothisha ukufundisa ukufunda okubhaliwe emabangeni aphansi. 2.4.1 INDLELA YOKUFUNDISA IZINHLAMVU (ALPHABET METHOD) Le ndlela indala kakhulu kodwa nanamuhla othisha basayisebenzisa. Ngale ndlela, abantwana bafundiswa izinhlamvu (letters) ngaphambi koku ba baqhubekele ekufundeni umbhalo. Iseyake yagxekwa ngabacwaningi abaningi ngokuthi ichitha isikhathi, nanokubukeka ingenangqondo ngenxa yokuthi kuthatha isikhathi eside kuthisha ukuba afundise izinhlamvu ngalunye ngalunye, phambi kokuba adlulele ekufundeni umbhalo (Joubert et al, 2008, p. 39). Lokhu kwenza ukuba ingane esafunda ukufunda okubhaliwe, kuthathe isikhathi eside ifundiswa nangemigomo yokubhala noma ukufunda okubhaliwe. 2.4.2 INDLELA YOKUFUNDISA NGEMISINDO (PHONIC APPROACH) Lena yindlela yokufundisa ngemisindo ekade yaba khona. Le ndlela igxila empinyisweni yemisindo (phonetics), kanti futhi ibuye ibizwe ngokuthi yindlela yokufundisa ulwazi lwezinguquko zemisindo (phonology) noma yokufundisa imisindo (Joubert et al, 2008, p. 89). Le ndlela ixhumanisa okuzwakala ngendlebe kanye nalokho okubonakala ngamehlo, ayigxilile kuphela ekuphinyisweni kwemisindo njengasemagameni akhulunywayo, 69
kodwa nasezincazelweni nasekwakhiweni kwamagama. Ngale ndlela, imisindo ifundwa ngokulandelana okwenzeka ngandlela thize. Lapho kusetshenziswa le ndlela, okugcizelelwa kakhulu ukufunda ngendlela enembayo (reading accuracy), kanti abantwana bagqugquzelwa ukuba bafunde amagama embhalweni enjengoba ebhaliwe. Ngaleyo ndlela, abafundi bagxishwa ngolwazi lwemithetho emayelana nokubhalwa kwamagama kanye nokupelwa kwawo, kanti futhi bafundiswa nobudlelwano obukhona phakathi kwemisindo nokupelwa kwamagama. Nokho-ke kunemibono eyahlukene mayelana nale ndlela. Abanye abacwaningi asebeke bacwaninga le ndlela bathi iyindlela ye-bottom-up, njengoba abanye beyibona njengendlela ye-top-down. Bathi uma umuntu ekwazi ukufunda umbhalo unjengoba unjalo, incazelo nokuqondisisa kuyalandela. Umbhalo uqukethe umlayezo, kanti ngokufunda umbhalo unjengoba ubhaliwe, umfundi wombhalo uyazitholela umlayezo oqukethwe umbhalo. Ngakho-ke bathi akusikhona kodwa-ke ukufunda amagama enjengoba emile embhalweni kanye nokufunda ngokuqikelela ukuthi ufunda kahle okuyiyona nto esemqoka ngale ndlela, kodwa nokuqondisisa. Lapho kusetshenziswa le ndlela, ulwazi lokuhlonza amagama luyafundiswa ngokuba kusetshenziswe izinhlamvu ezibhaliwe (graphemes), ezingaba nohlamvu olulodwa noma ngaphezulu (isibonelo, ngw). Isimelamsindo (phoneme) ingumsindo uhlamvu lolo oluwumele, ngamanye amazwi uphawu lwalokho okuzwa ngendlebe. Lapha abantwana bafundiswa onkamisa, ongwaqa kanye namaqoqwana emisindo (blends). Bayafundiswake ukuhlanganisa umsindo nezimpawu ezihambisana nawo. Bafundiswa ukuhlanganisa imisindo bayiqoqele ukutheni ibe ngamagama aphelele. Ngale ndlela, abantwana bakwazi ukufunda amagama angajwayelekile ngokunamathelisa umsindo nezinhlamvu ezithile kumbe amaqoqo ezinhlamvu. Kunezindlela ezimbili ezisetshenziswayo ze-phonic method, okuyi synthetic ne analyticaol methods. Lapho kusetshenziswa i-synthetic method, imisindo ifundisa ngayodwa. Abantwana bafundiswa ukuthi izinhlamvu (letters) zimele umsindo othile, njengokuthi nje u-u umele u-uhhh, kanti u-s umele u-sss, futhi kufanele bakwazi ukusebenzisa le misindo kumbe 70
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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
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 and 72: Njengoba sengike ngachaza, ucwaning
Page 73 and 74: kokubuka othisha ngenkathi befundis
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: usedlulile ebangeni lesithathu esik
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 (
Page 123 and 124: akusiwona amagama angempela ngenxa
Page 125 and 126: lungathathwa njengeziqalo zocwaning
Page 127 and 128: ongumhlanganyeli wocwaningo bavumel
Page 129 and 130: ngalokhu ocwaningwayo akushilo, aza
Page 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
Page 133 and 134: kuyindawo esengake ngahlala kuyo. N
Page 135 and 136: engingakaze ngizwe ngayo phambilini
Page 137 and 138: yokulandelisa, eyayilandela umbuzo
Page 139 and 140: kwalawo ma-themes athe ukujula impe
Page 141 and 142: ingakwazi ukwenabela kubantu, noma
Page 143 and 144: 4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
Page 145 and 146: feminists, yama-constructivists, ya
Page 147 and 148: 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
Page 353 and 354:
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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