Die verband tussen leesbegrip en woordherkenning by primereskoolleerlinge

[摘要] English: Language consists of spoken or auditive language and visual or writtenlanguage. The auditive language form can be subdivided further intoreceptive and expressive components. Reading and written languagerepresent the visual language form. This study focused particularly on readingskill. Reading skill is very important for effective functioning at school. The readingprocess consists of different phases through which each person goes in orderto become an efficient reader. During reading, words must first be recognised(word recognition) and then integrated with the comprehension thereof.Reading comprehension is thus brought about if words are recognised andplaced in context. However, word recognition does not necessarily result inreading comprehension. The various techniques for word recognition,vocabulary of recognisable words, concepts, word meanings and readingcomprehension are abilities that are not acquired separately. Constantinteraction between these skills is necessary in order to ultimately master thereading process and prevent learning problems. It is evident from the previous paragraph that word recognition skill andreading comprehension skill are closely linked. In view of this, the connectionbetween word recognition and reading comprehension was investigated. TheESSI reading and spelling test was used to test the word recognition of thepupils, and the diagnostic reading test was used to test readingcomprehension. Both these tests are reliable and valid measuringinstruments. The results of this study imply that there is a statisticallysignificant correlation between word recognition and reading comprehension.This means that, if a pupil has poor word recognition skills, the chances aregood that he/she will also not have good reading comprehension.

[发布机构] University of the Free State