Die opstel en evaluering van 'n lees- en spelprogram vir Sesotho-sprekende graad 1-leerders

[摘要] English: Factors such as effective visual and auditive language acquisition are essential for a learner's success at school, as learning problems are often associated with reading and spelling problems. Research has shown that a learner should receive mother tongue education until grade 7, due to the direct link between a lack of mother tongue education and weak scholastic achievement. A good reading ability is seen as one of the most important scholastic abilities for a learner to be able to develop to his full potential. Reading is an advanced and intricate process, which includes reading abilities such as letter discrimination, sound symbol association, word recognition, phrasing, pronunciation, reading fluency and reading comprehension. Not one single reading method will be effective for all learners and the majority of learners will show progress when different methods are employed. The reading and spelling processes are closely related to each other. The spelling process is a more complex process and is reckoned as the highest form of language ability. In order to spell, the learner depends on the ability to store and recall the words he has read. Spelling problems can develop due to a great variety of internal and/or external factors. There is no effective education method for all learners with spelling problems and spelling should be integrated when the learner is taught other language abilities. A reading and spelling programme have been compiled to stimulate and extend the learners' interest in both the written and oral use of their mother tongue. A perceptual stimulation programme has also been included into the study to expose the learners to the joy of perceptual stimulation. The reading and spelling programme has been developed in such a way that it can be used in addition to existing education methods. The sampling existed of an experimental group (four subgroups) and a control group. The control group has been chosen in the same way as the experimental group, but the control group did not participate in the programme. The experimental and control groups were paired according to their sex, age and pre-primary school attendance to avoid the variance in the dependent variable, which is caused by interference variables. In this way a more sensitive design and powerful statistical test have been achieved. The Sesotho reading and spelling test has been used in the evaluation of the grade 1 learners' reading and spelling abilities, as no other standardized measure instrument is available for Sesotho-speaking grade 1 learners. The comparison group did not participate in the programme. The experimental and control groups were paired according to their sex, age and pre-primary school attendance to avoid the variance in the dependent variable, which is caused by interference variables. In this way a more sensitive design and powerful statistical test have been achieved. The Sesotho reading and spelling test has been used in the evaluation of the grade 1 learners' reading and spelling abilities, as no other standardized measure instrument is available for Sesotho-speaking grade 1 learners. The comparison between the means of the experimental and control groups was verified calculated by using Hotelling's T-squared (T²) test. The influence of the experimenter has been shown according to the MANOVA-analysis. The findings show that the reading and spelling scores of the experimental group (four subgroups) can be compared and that the one presenter's group did not achieve significantly better than the other presenter's group. The results of the statistic calculations show that the programme can successfully improve the reading and spelling ability of the Sesotho-speaking grade 1 learner.

[发布机构] University of the Free State