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An evaluation of Guided Reading in three primary schools in the Western Cape
Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2010.
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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Stellenbosch : University of Stellenbosch
2010
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| _version_ | 1867614010503856128 |
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| access_status_str | Open Access |
| author | Kruizinga, Alide |
| author2 | Nathanson, Renee |
| author_browse | Kruizinga, Alide Nathanson, Renee |
| author_facet | Nathanson, Renee Kruizinga, Alide |
| author_sort | Kruizinga, Alide |
| collection | Thesis |
| dc_rights_str_mv | University of Stellenbosch |
| description | Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2010. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/1581 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:45:13.990Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2010 |
| publishDateRange | 2010 |
| publishDateSort | 2010 |
| publisher | Stellenbosch : University of Stellenbosch |
| publisherStr | Stellenbosch : University of Stellenbosch |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/1581 An evaluation of Guided Reading in three primary schools in the Western Cape Kruizinga, Alide Nathanson, Renee University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. Guided Reading, Teaching instruction Dissertations -- Curriculum studies Theses -- Curriculum studies Literacy programs -- South Africa-- Western Cape Guided reading -- Study and teaching (Primary) -- South Africa-- Western Cape Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2010. ENGLISH ABSTRACT: Given that the South African government intends to improve its literacy rates by implementing Guided Reading in the primary schools, teachers are challenged to give good quality Guided Reading instruction. This study evaluates how teachers understand and implement Guided Reading in Grade 1 and 2 at three public schools in the Western Cape. It discusses how Guided Reading can be a teaching context in which children learn to construct meaning independently from text. In addition, the study gives explanation on how to implement Guided Reading into classrooms. To gather data on teachers’ current understanding and implementation of Guided Reading, a Guided Reading Self-Assessment Inventory was used (Fountas & Pinnell 1996:283-285). Data were also drawn from observations of teachers during their Guided Reading instruction. Analysis of the abovementioned quantitative and qualitative research data, indicate that teachers have a superficial understanding of Guided Reading. The new policy requirements for Guided Reading appear to fail to offer teachers a sufficient explanation of Guided Reading. Without clear explanation of Guided Reading and practical support, it is expected that South African teachers will continue with their traditional reading instruction, because they do not fully understand the concept and value of Guided Reading. This study suggests that South African teachers struggle to implement Guided Reading in their classrooms, because they do not create Guided Reading groups based on ongoing assessment and they do not have access to leveled Guided Reading books. Without addressing these basic requirements, it is unlikely that Guided Reading will be implemented with any success in South African classrooms. An overriding conclusion is that Guided Reading instruction needs further research before it can be implemented correctly on a large scale in the primary schools of South Africa. AFRIKAANSE OPSOMMING: Die Suid Afrikaanse regering se besluit om begeleide lees “Guided Reading” in primêre skole te implimenteer om gelettertheid te bevorder, plaas ‘n groot verantwoordelikheid op onderwysers om hierdie leesbenadering op die juiste manier aan te bied. Hierdie navorsing fokus op Graad 1- en 2- onderwysers se begrip en uitvoering van begeleide lees in drie publieke skole in die Wes-Kaap. Die studie poog om onderwysers bewus te maak dat begeleide lees ‘n raamwerk kan wees waarbinne kinders leer om met begrip te lees asook om hoe hierdie leesbenadering te implementeer. Om data in te samel oor die huidige stand van uitvoering van begeleidelees is gebruik gemaak van ‘n “Guided Reading Self-Assessment Inventory” (Fountas & Pinnell 1996:283-285). Waarnemings is ook gemaak van onderwysers se begeleide lees onderrig. Die analisering van die data dui op Suid Afrikaanse onderwysers se gebrekkige begrip van begeleide lees, tot ‘n mate as gevolg van onduidelike beleidsdokumente. Sonder duidelike instruksie en ondersteuning aan onderwysers is dit te verwagte dat hulle sal terugval op hul tradisionele onderrigmetodes, terwyl die volle waarde van begeleide lees hulle ontgaan. Die studie bevind dat onderwysers die leesbenadering nie korrek tot uitvoering kan bring nie omdat hulle nie hul kinders in groepe plaas aan die hand van deurlopende evaluering nie, maar ook weens ‘n tekort aan geskikte onderrigmateriaal. Die sukses van begeleide lees is onwaarskynlik indien hierdie tekorte nie aangespreek word nie. Die oorheersende slotsom van die studie is dat verdere navorsing in die onderrig van begeleide lees nodig is voordat dit op groot skaal ingestel kan word by alle primêre skole in Suid Afrika. Masters 2010-02-16T20:37:47Z 2010-06-01T08:27:50Z 2010-02-16T20:37:47Z 2010-06-01T08:27:50Z 2010-03 Thesis http://hdl.handle.net/10019.1/1581 en University of Stellenbosch application/pdf Stellenbosch : University of Stellenbosch |
| spellingShingle | Guided Reading, Teaching instruction Dissertations -- Curriculum studies Theses -- Curriculum studies Literacy programs -- South Africa-- Western Cape Guided reading -- Study and teaching (Primary) -- South Africa-- Western Cape Kruizinga, Alide An evaluation of Guided Reading in three primary schools in the Western Cape |
| title | An evaluation of Guided Reading in three primary schools in the Western Cape |
| title_full | An evaluation of Guided Reading in three primary schools in the Western Cape |
| title_fullStr | An evaluation of Guided Reading in three primary schools in the Western Cape |
| title_full_unstemmed | An evaluation of Guided Reading in three primary schools in the Western Cape |
| title_short | An evaluation of Guided Reading in three primary schools in the Western Cape |
| title_sort | evaluation of guided reading in three primary schools in the western cape |
| topic | Guided Reading, Teaching instruction Dissertations -- Curriculum studies Theses -- Curriculum studies Literacy programs -- South Africa-- Western Cape Guided reading -- Study and teaching (Primary) -- South Africa-- Western Cape |
| url | http://hdl.handle.net/10019.1/1581 |
| work_keys_str_mv | AT kruizingaalide anevaluationofguidedreadinginthreeprimaryschoolsinthewesterncape AT kruizingaalide evaluationofguidedreadinginthreeprimaryschoolsinthewesterncape |