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Improving reading literacy : the role of school-based educator professional development
Dissertation (MEd)--University of Pretoria, 2013.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2014
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| _version_ | 1867613537051869184 |
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| access_status_str | Open Access |
| author2 | Du Toit, Pieter Hertzog |
| author_browse | Du Toit, Pieter Hertzog |
| author_facet | Du Toit, Pieter Hertzog |
| collection | Thesis |
| dc_rights_str_mv | © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria |
| description | Dissertation (MEd)--University of Pretoria, 2013. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/32994 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:43.241Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/32994 Improving reading literacy : the role of school-based educator professional development Du Toit, Pieter Hertzog Naidoo, Dheenadayala Sreeram Achievement Assessment Curriculum Innovative Interaction Observation Performance Proficiency Reading literacy School-based professional development UCTD Dissertation (MEd)--University of Pretoria, 2013. The focus of this research is on the professional development of educators responsible for teaching reading literacy to learners. This focus forms the core of this case study. Case studies investigate cause and effect and one of their strengths is the acknowledgement that context is a powerful determinant of both cause and effect. A qualitative research approach is used to collect data by means of semi-structured interviews, observation and questionnaires at three primary schools. This study is aimed at exploring whether educators gained and applied the knowledge and skills from departmental workshops and other professional development intervention to the facilitation of reading literacy. The study investigated and interpreted the participants’ perspectives in order to gain insight and understanding into the professional learning experiences of educators. Proficiency in reading literacy gives learners access to information, broadens their general knowledge, increases their vocabulary and develops their language skills. The improvement of reading literacy commences at the primary level because learners at this stage develop and acquire fundamental attitudes and approaches to learning. Data was collected by means of interviews, observation of lessons and questionnaires on the teaching of reading literacy. Findings indicate that, although the focus of teaching and learning is on the learner, the strategies and criteria are determined by the educator. This could have a negative impact on learners’ acquisition of knowledge and educators’ ability to improve learners’ reading literacy levels. This dissertation recommends that the whole brain learning and reading model, which represents an integration of the literature study, my practical experience and the findings of my empirical study with inputs from principals and educators, should be used as basis for the transformation of reading literacy facilitation in South African schools. gm2013 Humanities Education unrestricted 2014-01-15T11:53:28Z 2014-01-15T11:53:28Z 2013-09-04 2013 Dissertation Naidoo, DS 2013, Improving reading literacy : the role of school-based educator professional development, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/32994> E13/9/857/gm http://hdl.handle.net/2263/32994 en © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria application/pdf University of Pretoria |
| spellingShingle | Achievement Assessment Curriculum Innovative Interaction Observation Performance Proficiency Reading literacy School-based professional development UCTD Improving reading literacy : the role of school-based educator professional development |
| title | Improving reading literacy : the role of school-based educator professional development |
| title_full | Improving reading literacy : the role of school-based educator professional development |
| title_fullStr | Improving reading literacy : the role of school-based educator professional development |
| title_full_unstemmed | Improving reading literacy : the role of school-based educator professional development |
| title_short | Improving reading literacy : the role of school-based educator professional development |
| title_sort | improving reading literacy the role of school based educator professional development |
| topic | Achievement Assessment Curriculum Innovative Interaction Observation Performance Proficiency Reading literacy School-based professional development UCTD |
| url | http://hdl.handle.net/2263/32994 |