Leesmotivering is van uiterste belang vir toekomstige akademiese sukses.
Tog toon heelwat skoolleerlinge 'n geleidelike onwilligheid om te lees soos die
jare vorder, met stygende skoolverlating tot gevolg. Een van die moontlike
redes hiervoor is reeds in die skrywer se vorige navorsing uitgewys, naamlik,
onderontwikkelde leervaardighede as gevolg van morfofonologiese
bewustheidstekortkominge. Morfofonologiese bewustheid is leerlingbesef van
die klankeenhede van gesproke woorde wat nodig is vir die vloeiende
dekodering en begrip van woorde van die geskrewe teks. Leerlinge,
geidentifiseer in die vorige studie as potensiele swak lesers, het 'n
morfofonologiese bewustheidstekort getoon. Om hierdie skoliere by te staan,
is 'n morfofonologiese bewustheidsopleidingsprogram (MSO) deur die
navorser opgestel wat vir amper 'n jaar tegelykertyd met die konvensionele
leesonderrigmetodes deur die leerkrag geimplementeer is. Daaropvolgende
leesresultate het sonder twyfel die kwintessensiele rol van morfofonologiese
bewustheid vir leesvaardigheidontwikkeling bevestig, en het verder die
rehabiliterende gevolge van die MBO-program vir risiko lesers openbaar. Of
hierdle gevofge buite die lmplementeringstydperk kon funksioneer en
toekomstige lees kon motiveer, was nog onbekend.
Ole doelstelling van die huidige ondersoek was om die vroee bevindinge te
verleng deur die langtermyneffekte van die MBO-program op
leesvaardighede en motivering oor 'n tydperk van drie jaar na te vors. In die natuurlike klaskameromgewing het die studie op die oorspronklike
steekproeflede gefokus wat voorheen vir die eksperimentele en kontrole
groep op regverdige wyse geselekteer is. Motiveringsverskynsels is in terme
van attribusie teorie, spesifiek, en sosiaal-kognitiewe teorie, oor die
algemeen, bespreek. Gestandaardiseerde, projektiewe, waarnemings - en
onderhoudsmetodes het openbaar dat, in vergelyking met die kontrole
groeplede, eksperimentele leerlinge meer leesmotivering getoon het. Ander
konstruktiewe langtermyneffekte van die MBO-program is opgemerk: vir
akademiese prestasie, spelling, woordeskat, persoonlikheid, attribusies,
emosies, leerling-leerkrag en leerling-ouer interpersoonlike verhoudings wat
die motiverende effekte blyk te konsolideer. Daar word beweer dat
leesmotivering minstens twee vereistes benodig, naamlik, vroee identifikasie
van probleemlesers en vroee implementering van die leerkragvriendelike
MBO-program.
Reading motivation is of paramount importance for future academic success.
Yet numerous school pupils display gradual reluctance to read in advancing
years, the outcomes of which compound drop-out rates. One of the possible
reasons for this was already identifioo in the earlier research of the writer,
namely, underdeveloped reading skills as a result of morphophonological
awareness deficits. Morphophonological awareness is pupil consciousness
of the sound units of spoken words whlch are vital to fluently decode and
understand the sound elements of written text. Pupils Identified in the
previous study as potential at-risk readers capable of later reading difficulties
indicated a lack of morphophonological awareness. To assist these pupils, a
morpho phonological awareness training (MAT) programme was constructed
by the researcher and implemented by the class teacher for almost a year in
tandem with the conventional reading instructional methods. Subsequent
reading results unequivocally confirmed the quintessential role of
morphophonological awareness for reading skill development, and moreover
revealed the rehabilitating effects of the MAT programme for at-risk readers.
However, it was not known at that time whether these effects could extend
beyond the period of application and mollvate future reading.
The aim of this current investigation was to extend the earlier findings by
exploring the long-term effects ofthe MAT programme on reading skills and
motivation ov·er a period of three years. In the naturalistic classroom setting, the study focused on the original sample members previously randomly
assigr.ed to experimental and control groups. Motivational phenomena are
discussed in terms of attribution theory, in particular, and social-cognitive
theory. in general. Standardized, projective, observational and interview
methods revealed that, relative to control group rnambers, experimentals
exhibited more motivation to read. Other constructive long-term effects of the
MAT programme were noted for general academic achievement, spelling,
vocabulary, personality. attributions. emotions, pupil-teacher and pupil-parent
interpersonal relationships which appear to consolidate the motivational
effects. It Is concluded that reading motivation requires at least two conditions
to be met, namely, early identification of problem readers and early
implementati9n of the teacher-friendly MAT programme.
