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The development of a reading culture in the Foundation Phase through comprehensive parent involvement

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dc.contributor.advisor Luvalo, L. M.
dc.contributor.author Lotter, Jeanne-Marie
dc.date.accessioned 2019-05-17T12:19:15Z
dc.date.available 2019-05-17T12:19:15Z
dc.date.issued 2019-03
dc.date.submitted 2019-05-17
dc.identifier.citation Lotter, Jeanne-Marie (2019) The development of a reading culture in the Foundation Phase through comprehensive parent involvement, University of South Africa, Pretoria, <http://hdl.handle.net/10500/25463>
dc.identifier.uri http://hdl.handle.net/10500/25463
dc.description.abstract This dissertation study, entitled ‘The development of a reading culture in the Foundation Phase through comprehensive parent involvement’, focused on the challenge of developing a reading culture in which a positive change takes place in the learners’ attitudes towards reading and in particular, towards reading for enjoyment, when parents are comprehensively involved in the process. The research is found to be relevant as many of the learners in the participating school showed little to no interest in reading for enjoyment and saw reading merely as a means of studying. The methodology used in the study is qualitative in nature and included a literature review, case studies and semi-structured interviews. The results of the study showed that the implementation of a comprehensive parent involvement model has a positive impact on the creation of a reading culture. The learners were more inclined to read for enjoyment when their parents participated both in reading programmes and in fun reading activities at home. The learners and parents who actively participated in this study all indicated that they had a greater appreciation of reading for enjoyment after the implementation of the programme. Based on the study findings, recommendations were made for improvements to assist in the issue of creating a reading culture in schools. en
dc.description.abstract Die studie getiteld ‘Die ontwikkeling van ‘n lees-kultuur in die Grondslagfase deur omvattende ouerbetrokkenheid’, het gefokus op die uitdaging om ‘n lees-kultuur te ontwikkel waar ‘n positiewe verandering in leerders se gevoel teenoor lees plaasvind, spesifiek lees vir genot, wanneer hulle ouers intensief betrokke is in die proses. Die navorsing is relevant aangesien baie van die leerders in die betrokke skool min tot geen belangstelling getoon het teenoor lees vir genot en het lees bloot as ‘n metode van studie beleef. Die metodologie wat in die studie gebruik was was kwalitatief van aard en het ‘n literatuurstudie, gevallestudies en semi-gestruktureerde onderhoude ingesluit. Die resultate van die studie het getoon dat die implementering van ‘n omvattende ouer-betrokkenheid model ‘n positiewe impak op die ontwikkeling van ‘n lees-kultuur gehad het. Die leerders was meer geneig om vir genot te lees wanneer hulle ouers deelgeneem het aan die lees-program en aan die pret lees-aktiwiteite tuis. Die leerders en hulle ouers wat aktief deelgeneem het aan die studie, het almal aangedui dat hulle ‘n groter waardering vir lees vir genot gehad het na die implementering van die program. Voorstelle om te help met die ontwikkeling van ‘n lees-kultuur is gemaak wat gebaseer was op die bevindings van die studie. af
dc.description.abstract Thuto, e nang le sehlooho se reng 'Ho nts'etsa pele setso sa ho bala ka Sekhahla sa Motheo ka ho kenyeletsa ho kopanyelletsa ha motsoali', ho lebisitse phephetso ea ho hlaolela setso sa ho bala moo phetoho e ntle e etsoang ka maikutlo a barupeluoa ho bala le ka ho khetheha, ho bala bakeng sa thabo, ha batsoali ba ikakhela ka setotsoana mosebetsing ona. Phuputso e fumanoa e le ea bohlokoa ha ba bangata ho baithuti sekolong se kenang sekolo ba sa bontše thahasello ho bala bakeng sa thabo 'me ba bona ho bala feela e le mokhoa oa ho ithuta. Mokhoa o sebelisoang thuputsong ea lipatlisiso e ne e le mokhoa oa boleng bo botle 'me o kenyelelitse tlhahlobo ea lingoliloeng, lipatlisiso tsa liketsahalo le lipuisano tse sa tšoaneng. Liphello tsa phuputso li bontšitse hore ts'ebetso ea kakaretso ea ho kenya letsoho ho motsoali e na le tšusumetso e matla ho thehoa ha setso sa ho bala. Barupeluoa ba ne ba rata ho bala bakeng sa thabo ha batsoali ba bona ba ne ba kopanela ka bobeli mananeong a ho bala le mesebetsing e monate ea ho bala lapeng. Baithuti le batsoali ba ileng ba kenya letsoho thuputsong ena bohle ba bontšitse hore ba ananela haholo ho bala bakeng sa thabo ka mor'a kopo ea ts'ebetso. Ho itšetlehile ka liphuputso tsa lithuto, liphuputso li entsoe bakeng sa ntlafatso ea ho thusa tabeng ea ho theha setso sa ho bala likolong. st
dc.format.extent 1 online resource (118 leaves) en
dc.language.iso en en
dc.subject Parental involvement en
dc.subject Reading culture en
dc.subject Reading for enjoyment en
dc.subject Foundation Phase en
dc.subject Qualitative approach en
dc.subject Maximum variation sampling en
dc.subject Case studies en
dc.subject Semi-structured interviews en
dc.subject Reading achievement and primary educators en
dc.subject Ouerbetrokkenheid af
dc.subject Lees-kultuur af
dc.subject Lees vir genot af
dc.subject Grondslagfase af
dc.subject Kwalitatiewe benadering af
dc.subject Maksimum variasie steekproefneming af
dc.subject Gevallestudies af
dc.subject Semi-gestruktureerde onderhoude af
dc.subject Lees-prestasie en primêre opvoeders af
dc.subject.ddc 372.4230968
dc.subject.lcsh Reading (Early childhood) -- South Africa en
dc.subject.lcsh Reading (Primary) -- South Africa en
dc.subject.lcsh Reading -- Parent participation -- South Africa en
dc.subject.lcsh Early childhood education -- Parent participation -- South Africa en
dc.subject.lcsh Education, Primary -- Parent participation -- South Africa en
dc.subject.lcsh Parent-teacher relationships -- South Africa en
dc.subject.lcsh Home and school -- South Africa en
dc.title The development of a reading culture in the Foundation Phase through comprehensive parent involvement en
dc.type Dissertation en
dc.description.department Educational Foundations en
dc.description.degree M. Ed. (Socio-Education)


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