In this dissertation, I explored the teaching of reading fluency skills in Grade 3 Xitsonga Home Language (HL). A qualitative research methodology was employed using a phenomenological study design and interpretivism paradigm. Purposive sampling was employed to choose participants. Five (5) Foundation Phase (FP) Departmental Heads (DHs) and five (5) Grade 3 Xitsonga teachers from 5 sampled schools in Hlanganani Central Circuit, Vhembe West, Limpopo Province, making up a total of ten (10) were participants in the study. Data were collected using interviews, observation and document analysis.
The findings from the study revealed that participants used different strategies and methodologies such as modelling reading and repeated reading to teach fluency reading. The participants also used basic teaching reading methods such as phonemic awareness, phonics, syllabication, enlarged reading texts and shared reading with big books to teach reading skills. The NECT document offered lessons on teaching reading, which participants saw as useful and used to scaffold learners reading skills. CAPS too as a curriculum document was seen as important, however participants did not follow it to the latter especially in determining time allocation for reading. Participants used own discretion based on their learners situation of reading capability to allocate time for teaching reading.
Reading fluency challenges can be both instrinsic and extrinsic. The study revealed that if reading methodologies are not taught appropriately, they may lead to fluency reading challenges. If the learner is not motivated to learn, he/she may experience reading challenges which may manifest into reading fluency challenges. Assessing fluent reading must be an integral part of teaching reading fluency. Lack of teaching of reading fluency may affect comprehension. In the Foundation phase the focus is on teaching reading- but this skill must be used to read for learning. Reading comprehension is key to learning other subjects. Without reading fluency and comprehension, the academic journey of a learner may be negatively impacted. Print-rich environment with readers for learners to use during leisure reading time will instill a sense of appreciation for reading, key to the acquisition of reading fluency.
Eka ndzavisiso lowu, ndzi kambisisile madyondziselo ya swikili swa ku hlaya hi nkhuluko eka Giredi ya 3 eka Xitsonga ririmi ra le kaya. Vatekaxiave eka dyondzonkulu leyi ku vile 5 wa tinhloko ta swiyenge ta Dyondzo ya Masungulo na vadyondzisi va Xitsonga ririmi ra le kaya va 5 va ka Giredi ya 3 lava humaka eka swikolo swa 5 leswi hlawuriweke eka Sekete ya Hlanganani Central, eVhembe Vupeladyambu, eka Xifundzhankulu xa Limpopo. Madyondziselo ya ndzavisiso wa nkoka wu tirhisiwile eka kambisiso hi maendlelo ya dyondzo ya phenomenoloji. Eka dyondzo leyi, endlelo ra ku sampula hi xikongomelo ri tirhisiwile. Hungunyana ri hlengeletiwile hi ku tirhisa mbulavurisano, ku xiya-xiya na ku hlela matsalwa. Paradini ya inthapreretivizimu ya tirhisiwile eka dyondzo leyi. Nhlayo ya vanhu hinkwavo lava veka na xiave eka ndzavisiso lowu i khume(10), ku katsa 5 wa tinhloko ta swiyenge swa dyondzo ya masungulo na 5 wa vadyondzisi va Xitsonga rirmi ra le kaya eka Giredi ya 3.
Ndzavisiso wu paluxile leswaku vatekaxiave va tirhisile xikili xa mapeletwana ku dyondzisa ku hlaya, swa tirha hikuva vadyondzi vo tala va swi kota ku hlaya ku ya hi giredi ya vona. Vatekaxiave eka ndzavisiso lowu va tirhisa madyondziselo ya ku mudyondzisi a hlayela vana, ku hlaya hi ku vuyelela na ku hlaya matsalwa hi ntalo. Madyondziselo ya ku hlaya ku hlaya kun`we, mpfumawulo, ku hlaya hi ku leteriwa swi trihisiwile na swona. Hi tlhelo rin`wana, mintlhontlho ya ku hlaya hi nkhuluko yi hlamuseriwile na yona. Ku tsandzeka ku hlaya hi nkhuloko swi endla leswaku vadyondzi va tsandzeka ku hlaya xikambelo ntwisiso. Switandzhaku hi leswaku ku tsandzeka ku hlaya hi nkhuluko swi nga twisa ku vaviseka eka xikambelo ntwisiso lexi nga eku hlayiweni. Vana va fanele ku rhanga va tiva mpfumawulo. Loko va nge se twisisa, vadyondzi va fanele ku tiva marito hi ku tirhisa vutivi bya mpfumawulo. Ku hlaya tibuku swi na nkoka leswaku vadyondzi va ti toloveta swikili hi voxe. Ku tirhisa Xitatimende xa Pholisi ya Kharikhulamu na Makambelelo (XIPHOKHAMA) loko ku dyondzisiwa swi na nkoka. Ku ya hi XIPHOKHAMA vadyondzisi va kuma swiletelo swa madyondziselo leswi va faneleke ku swi landzelela. Ehandle ka swona, swi pfuna vona ku kuma madyondzisele ya ku dyondzisa ku hlaya na ku swi tirhisa masiku hinkwawo. Swi ringanyeto, hi leswaku ndhawu leyi nga fuwa hi matsalwa ya laveka eka dyondzo ya Dyondzo ya Masungulo. Nakambe, vadyondzi loko va dyondza ku antswa, va fanele va va paluxekile eka switirhisiwa swo hambana hambana endzeni ka tlilasi.
Lolucwaningo lucubungule ukufundiswa kwamakhono okufunda ngokugeleza kubafundi beBanga 3, ngolimi Lwasekhaya lweXitsonga. Kusetshenziswe indlela yocwaningo ebizwa ngeKhwalithethivu egxila ekuqoqeni imibono yabacwaningwayo iyibeke njengokusho kwabo, incikene nenjululwazi ekholelwa ekuhumusheni imibono yabacwaningwayo njengoba injalo. Indlela yokuqoka ngenhloso isetshenzisiwe ukukhetha othisha abayisihlanu (5) izinhloko zomnyango wamabanga aphansi ezinhlanu (5) abaphuma ezikoleni ezinhlanu (5) ezingaphansi kweHlanganani Central Circuit, Vembe West, Limpopo Province. Indlela yengxoxo namaqembu, ukubuka kufundwa ezindlini zokufundela kanye nokuhlolwa kwemibhalo eqondene kwasetshenziswa ukuthola ulwazi lwalolucwaningo.
Okwatholakala kulolucwaningo kwembula ukuthi ababamba iqhaza kulolucwaningo babesebenzisa izindlela ezahlukene zokufundisa ukufunda sakugeleza. Abacwaningwayo basebenzisa izindlela eziwumgogodla wokufinda njengo kuba Nolwazi lwemisindo, ubudlelwano phakathi kwemisindo nezinhlamvu ezibhalwayo, ikhono lokuhlukanisa izinhlamvu, imibhalo ekhulisiwe kanye nokufunda ngokuhlanganyela. Umqulu we NEC wawunikeza othisha izifundo ezazinosizo okwakumele bazifundise kanjalo nomhlahlandlela obizwa ngo CAPS babewubona uwusizo. Kodwake ababecwaningwa bazwakalisa ukuthi nakuba lemiqulu yayibasiza kepha babengalandeli kahle indlela isikhathi esabiwe ngaso ku CAPS, kwakudinga bazinqumele bona ukuthi ukufunda kuthatha iskhathi esingakanani bebuka izidingo zabafundi.
Lolucwaningo lubuye lwambula uma kungasetshenziswa izindlela ezinqala ukufundisa ukufunda ngokugeleza kungadala izinkinga zokufunda. Uma umfundi engakhuthazwa ukuthi afunde ukufunda angaba nezinkinga zokufunda ngokugeleza. Ukuhlola ukufunda ngokugeleza kubafundi kumele kube yingxenye ebalulekile uma kufundwa ngoba uma kungenzeki ngeke bakwazi ukufunda ngokuqondisisa abafundi. Emabangeni aphansi kugxilwa ekufundiseni ukufunda ukuze Abafundi bakwazi ukufundela ukwazi. Ukufunda ngokuqondisisa kubalulekile ngeke kwenzeke uma abantwana bengakwazi ukufunda ngokugeleza, lokho okungakhubaza ukufunda jikelele. Indawo abakuyo Abafundi kumele inothe ngemibhalo njenganezincwadi zezindatshana abangazifunda ngesikhathi sabo futhi bazijabulele.
