Dissertationen: „Learners: Grade 3“

1

Howell, CaSaundra Joyce. „The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2605.

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English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Bandura's social cognitive theory in order to understand how these teachers might improve their instructional practices. A purposive sampling technique was used to identify potential participants. Data were collected through individual semistructured interviews with 4 Grade 3 literacy teachers teaching ELLs. Data were analyzed using open coding and thematic analysis to identify emergent themes. The themes identified were inadequate professional development, lack of support at school, and lack of parental support impacting language acquisition of ELLs. Findings of this study can be used by school administrators, curriculum planning educators, and area superintendents to make decisions regarding the training of literacy teachers who teach ELLs. Based on findings from the study, a professional development program was developed for literacy teachers who teach ELLs to help them prepare students to graduate from high school. Implications for positive social change include providing strategies for literacy teachers at the study site to help ELLs pass standardized tests.

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2

Tshabalala, Phillip Masibi. „Numeracy performance of Grade 3 learners in rural and urban primary schools“. Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06302009-171742.

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3

Middeljans, Hilda. „Grade 3 learners’ perceptions and understandings of social justice in a democracy“. Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45871.

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Since 1994 South Africa has been known as a free and democratic country. This inquiry explores the perceptions and understandings of Grade 3 learners of social justice and the way in which social justice could be implemented in a democratic South Africa. The way in which the learners expressed themselves informed me about how they understand the political situation in South Africa and how they would change the situation to make South Africa a better place. The 1996 South African Constitution encourages equality and social justice through upholding the rights of the citizens. The interpretations of the learners informed me as to how equality may be achieved and also on ways in which to implement social justice in the curriculum. This study was informed by an interpretivist paradigm and guided by a conceptual and theoretical framework. The existing literature on social justice and the implementation of social justice in a democratic South Africa has been guided by relevant concepts and theories. I used certain theories of Dewey to bring theory and practice together. Dewey proposed several theories to be implemented in society. His theories were based on democracy in education and he worked with teachers to encourage learners to think for themselves and, in this way, to create their own identities. I identified certain principles in the literature review that young learners would need to adhere to in order to evolve into active young citizens in a democracy. These principles include knowledge, skills and values. Social justice is one of the core principles of the National Curriculum Statement. The Department of Basic Education aims to merge principles of teaching and practice through the curriculum in order to help young learners to accept each other as citizens of South Africa while remaining sensitive to issues of diversity among the learners. The data collection methods and data collection instruments used in the study were designed to ascertain the opinions of the learners. In other words, the collection of the data was child-centred to enable the learners to express their own opinions. The paradigmatic considerations of the study is also explained by introducing them within the interpretive paradigm and confirming that this study was a case study. The Grade 3 learners who participated in the study expressed their knowledge about social justice in terms of the fairness and unfairness which they perceive in South Africa. They also indicated how they would create an ideal strategy for nation-building and social cohesion. The learners expressed little about the current political activities in the country but, instead, concentrated on the concerns about human safety, care for the environment and fairness in the communities in which they live. The young learners clearly wanted change in South Africa in order to transform the country into a united nation in which everybody is treated equally. The key findings of the study confirmed that young learners want to make a difference in any way they are able, they want to participate in political processes and they want their voices to be heard rather than be mere observers. Social justice is a phenomenon that is natural for young learners as they accept each other as they are. They expressed their desire for social cohesion in South Africa.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Early Childhood Education
MEd
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4

Masola, Francinah. „Sport students' experiences of role modelling when teaching responsibility to Grade 3 learners“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62884.

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This qualitative research study explores the sports students’ experiences of role modelling when teaching responsibility to Grade 3 learners. For this study, the sports students were identified as primary participants, whereas the Grade 3 learners were considered as indirect participants. This study was informed by an interpretivist paradigm and guided by a conceptual and theoretical framework. The literature on sports students acting as role models informed me about the capabilities of young adults to become better people and to influence Grade 3 learners to become responsible citizens through rugby. The literature highlighted the use of physical activities as sport to promote social responsibility in young learners. The data collection methods and instruments used in the study were designed to ascertain the opinions and perceptions of the sports students as well as the Grade 3 learners. The involvement of the Grade 3 learners as indirect participants and the sports students helped me to form the foundation on which my research was based. In addition, their participation in this study helped me to answer the main and secondary research questions. Bandura’s theory was used to analyse and understand the findings of this study. The data collection instruments include observations, field notes, sports students’ reflections, learners’ artefacts and photo voice method. These methods and instruments were used to collect data from every research participant, I then coded the data from sports students’ reflections and learners’ artefacts, to formulate an in-depth understanding of their responses. The key findings of the study confirmed that sports students acting as role models can positively influence young learners to become responsible citizens. It was evident in the study that sports students could become better people and future responsible citizens.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
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Rululu, Nomfusi Gladys. „Grade 3 teachers’ strategies to help English second language learners overcome interlingual spelling errors“. Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1349.

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Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.

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Cronje, Lelanie Marié. „Construction of the language identity of Grade 3 learners in a culturally diverse classroom“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65483.

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The purpose of this study was to investigate how African heritage language learners in Grade 3 constructed their language identity in a culturally diverse urban classroom. The data reflects the Grade 3 learners’ beliefs and feelings toward being educated in an English-medium school instead of attending a school where they were taught in their home language. A theoretical framework, based on Bronfenbrenner’s ecological system informed my study. The framework provides a holistic picture of how the Grade 3 learners constructed their language identity, as it did not only focus on the learners as such. The ecological system examined the unique aspects of the learners within their microsystem, mesosystem, exosystem, macrosystem and chronosystem. In this exploration of multiple cases studies from a social constructivism perspective, the researcher collaborated with two Grade 3 teachers, seven parents and six Grade 3 African heritage language learners, to create a mosaic by using semi-structured interviews, documents, observational field notes, narrative reflections, photographs, drawings and a reflective journal. Participants’ perceptions of attending an English-medium school revealed how the Grade 3 learners constructed their language identity through assimilation. The findings revealed that the Grade 3 participants did not favour their home language or heritage culture as much as they favoured the Western culture. The following factors influenced the construction of the Grade 3 learners’ language identity: their environments, the school setting, their teachers’ attitude toward teaching in a culturally diverse classroom, their parents’ attitude toward their attending an English-medium school and lastly their friends.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
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7

Bara, Mlamli. „Early literacy development in IsiXhosa: Fostering grade 3 learners’ imagination and critical thinking through folktales“. University of the Western Cape, 2021. http://hdl.handle.net/11394/8096.

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Magister Educationis - MEd
This study investigated the use of folktales in enhancing literacy development among Grade 3 isiXhosa-speaking learners in one Western Cape primary school. It was inspired by my quest to explain the low literacy performance levels of Foundation Phase learners, especially those taught through the medium of African languages. Although learners are taught in their mother-tongue in this phase, the reported national literacy results do not reflect this educational advantage. Education reports continually indicate low literacy levels in the Annual National Assessments (ANAs). Underdeveloped literacy skills are likely to have a negative impact on the child’s academic progress throughout and beyond the schooling years. This study focused on the use of folktales in fostering imaginative and critical thinking as folktales present language in its natural state. They are regarded as the best tool for whole language and literacy development. Folktales are central to the indigenous knowledge system (IKS) which is an educational and cultural tool that exposes children to oral literacy, even before they acquire literacy My enquiry is premised on the idea that technology should not replace the indigenous knowledge that may be acquired through folktales. Instead, deeper sustainable research into the role of folktales in children’s acquisition of indigenous knowledge is of paramount importance for generating creative and analytical responses and for understanding the role of folktales in young children’s education. For these reasons this study applied qualitative research methodology to investigate how teachers make use of folktales to enhance Grade 3 learners’ literacy skills in isiXhosa. It drew on Sociocultural Theory to explore their pedagogical strategies in this endeavour.The findings show that folktales are oral epistemic tools which may be utilised to foster a learnercentred approach that promotes learners’ ability to grasp ideas. The study concludes that folktales are instruments of pedagogical, social and cultural knowledge which may be used across the curriculum.

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Arendse, Jeffrey Phillip. „Investigating the relationship between parental literacy and Grade 3 learners' literacy abilities at a primary school“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9845_1242369865.

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The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be.

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9

Philander, Lorraine. „The effect of an argumentation-based instructional approach on Grade 3 learners' understanding of river pollution“. Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7227_1381213860.

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The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children&rsquo
s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children&rsquo
s discussions and identify the quality of their different &ldquo
levels&rdquo
of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners&rsquo
understanding of river pollution. The learners&rsquo
listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other&rsquo
s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction.

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Rasalanavho, Karabo Lucy. „Exploring the original creative arts production of grade 2 and 3 learners in contemporary cultural practices“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/53460.

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Engaging young children to partake in creative arts activities is often viewed as inferior to most academic subjects by some teachers and parents. In the school environment, most attention is given to academic subjects as there are misconceptions that creativity is not as important as the academics. However, research has proved that creativity is basic to improving the world in many ways. The current study involved primary school learners from two different cultural backgrounds in producing, performing and discussing their original creative arts production and explored how autonomously creative they were through the production process, performance and discussion of the production. The study also explored what benefits the learners gained through partaking in the creative arts production. Results were collected by means of observational notes during the build-up of the production and performance, learners focus group discussion and analyses of the learners production and creativity by independent specialists. Through this study, the learners were engaged in creative thinking which fostered problem solving skills, promoted higher order thinking, cooperation, flexibility, as well as emotional and social skills. The learners performance also displayed the learners innate autonomous creativity.
Dissertation (MMus)--University of Pretoria, 2016.
Music
MMus
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Sibanda, Sophie Deliwe. „Approaches to the teaching of literacy skills to English First Additional Language learners in Grade 3“. Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/70007.

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Teachers are the key players in the teaching of literacy skills to young learners. The teacher is primarily responsible for using different approaches to teach literacy skills such as listening, speaking, reading and writing to young learners whose language is not the same as the Language of Learning and Teaching (LoLT) at schools. Teachers must plan activities that are learner centred and promotes interaction and participation. It has been found that the use of a variety of teaching approaches and various kind of texts improve literacy skills amongst learners. This study aimed to qualitatively gain insight into the approaches teachers use to teach literacy skills in the Foundation Phase class. The study’s primary and secondary research questions are as follows: What approaches do teachers use to teach literacy skills in the Foundation Phase? How do teachers integrate listening, speaking and writing when teaching reading in English as a First Additional Language (FAL)? In an attempt to answer the above research questions, semi-structured individual interviews were held with Grade 3 teachers. The study found that teachers strongly believed that most schools in South Africa have a diverse learner population and most learners are not English first language speakers. Many learners speak one of the eleven official languages, however, these learners are enrolled in a school where the LoLT is mainly English. Furthermore, to accommodate all learners and to implement the principles of inclusivity, teachers had to adapt their teaching methodologies and find newer approaches to teaching literacy skills. Apart from stimulating pre-existing knowledge and enhancing learners’ vocabulary, teachers acknowledged that the existence of diverse learner population in their classrooms implied that the learning preferences were also different. Teachers needed to have an understanding of planning and teaching for multiple learning styles. It was found that teachers took the responsibility to accommodate all learning styles in their classrooms. Further studies should be conducted to see the impact of the various strategies in the development of literacy skills among English First Additional Language learners.
Dissertation (MEd)--University of Pretoria, 2018.
Early Childhood Education
MEd
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12

Brand, Irene. „A Narrative Enrichment Programme in literacy development of Afrikaans speaking Grade 3 learners in monolingual rural schools“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98066.

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Thesis (PhD)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study is motivated by existing information on the discontinuity between home literacy practices and school literacy expectations of learners who typically speak a local variety of their mothertongue which is in various ways different from the standardised language of learning and teaching (LoLT). In this particular case the study refers to Afrikaans as a home language and language in education. The main concern is that these learners typically perform below par in standardised South African literacy tests such as the Annual National Assessment (ANA) and the Systemic Evaluation Test. They show slower achievement of literacy milestones, higher school drop-out rates and less achievement of access to higher learning opportunities (Lahire, 1995; Siegel, 2007). A Narrative Enrichment Programme was developed as a means of investigating questions concerning learners’ levels of language awareness, their understanding and use of different spoken and written genres, registers and varieties of Afrikaans (including their own), and their general appreciation for spoken and written forms of language in narrative and in other everyday uses. The purpose of such an investigation is to better understand the apparent discontinuity between home language practices and school language expectations, and to suggest new ways of addressing difficulties that arise in literacy development as a result of such discontinuity. The first part of the Narrative Enrichment Programme provided learners with an enriched reading, listening and writing environment in which they could engage with novel stories and work towards producing their own little books. The second part of the programme consisted of supporting exercises that addressed narrative structure issues that arose in the course of the first part. Specifically, exercises of picture-sequencing, picture-sentence matching and an exercise called Beginning, Middle and End were used to assess how learners recount the various components and the chronology of a story that was presented to them in the form of a set of topically connected pictures, and in a longer narrative that was read to them. Findings show that learners have a keen appreciation of the spoken form of language in that they loved listening to the stories. One group showed special enthusiasm for retelling stories that they had heard at home. Another aspect of the programme to which learners responded enthusiastically, was the activity of illustrating little books; this they appeared to enjoy more than writing them. Enthusiastic responses of learners are attended to because learning is much more likely to proceed successfully if learners enjoy the developmental activities. Levels of linguistic awareness with regards to genre, register and grammatical aspects such as spelling differed from learner to learner. Learners showed varying degrees of dependence on the already familiar genres of fables and fairy tales. Regarding writing conventions they also showed varying degrees of awareness of (e.g.) appropriate punctuation. Interesting examples of regional language use which included phonological awareness of the spoken form are discussed in considerable detail. There were unexpected findings regarding the influence that learners’ life experiences have on their narrative products. The picture sequencing activities reflected learners’ use of familiar everyday events and artefacts rather than reference to ones unfamiliar to them, which were apparently intended in the set of pictures. The rich and varied data that was collected, illustrates theoretical positions regarding the different kinds of habitus learners encounter, the ways in which educational systems privilege some linguistic resources above others, the connections between language and identity, and the ways in which new forms of literacy may assist in better facilitating learners’ emerging literacy and the learning that such literacy should facilitate.
AFRIKAANSE OPSOMMING: Hierdie studie is gemotiveer deur inligting oor die diskontinuïteit tussen tuisgebaseerde geletterdheidspraktyke en skoolgeletterdheidsverwagtinge van leerders wat tipies ’n plaaslike variant van hulle moedertaal praat, wat op verskeie maniere verskil van die gestandardiseerde taal wat as medium van onderrig gebruik word. In hierdie geval verwys die studie na Afrikaans as huistaal en taal-in-onderrig. Die kwessies wat hier ter sake is, is dat hierdie leerders tipies benede die verwagtinge presteer in gestandaardiseerde Suid Afrikaanse geletterdheidstoetse soos die Jaarlikse Nasionale Assessering (ANA) en die Sistemiese Evalueringstoets. Hulle bereik geletterdheidsmylpale stadiger as die norm, vertoon hoër skooluitsaksyfers en minder van hulle behaal toegang tot hoër onderwysgeleenthede (Lahire, 1995; Siegel, 2007). ŉ Narratiewe Verrykingsprogram is ontwikkel as ŉ instrument om vrae te ondersoek wat verband hou met leerders se vlakke van taalbewustheid, hulle begrip en gebruik van verskillende gesproke en geskrewe genres, registers en variante van Afrikaans (insluitend hulle eie), en hul algemene waardering vir gesproke en geskrewe vorme van taal in narratief en in ander alledaagse gebruike. Die doel van so 'n ondersoek is om die ooglopende diskontinuïteit tussen huistaalpraktyke en skooltaalverwagtinge beter te verstaan, en om voorstelle te ontwikkel vir die aanspreek van probleme wat in geletterdheisontwikkeling ontstaan as gevolg van so ŉ diskontinuïteit. Die eerste deel van die Narratiewe Verrykingsprogram het leerders voorsien van 'n verrykte omgewing waarin hulle aktief betrokke kon raak by nuwe verhale en kon werk aan die produksie van hul eie klein boekies. Die tweede deel van die program het bestaan uit ondersteuningsoefeninge wat spesifiek kwessies van narratiefstruktuur wat in die eerste deel na vore gekom het, aangespreek het. Meer spesifiek, prentorganiseringsoefeninge, die verbind van sinne aan illustrasies, en 'n oefening genaamd “Begin, Middel en Einde” is gebruik om na te gaan hoe leerders rekenskap gee van die verskillende komponente en die chronologie van ’n verhaal wat aan hulle voorgehou is in die vorm van ŉ stel tematies verwante illustrasies, en in ŉ langer narratief wat aan hulle voorgelees is. Bevindinge toon dat leerders waardering vir die gesproke vorm van taal het, soos geïllustreer in hulle luistergereedheid as stories voorgelees word. Een groep het entoesiasme getoon vir die oorvertel van stories wat hulle by die huis gehoor het. ’n Ander aspek van die program waarop leerders met entoesiasme gereageer het, was die aktiwiteit van illustrasie van hulle boekies; hulle het kennelik die aanbied van visuele illustrasies meer geniet as die skryfproses. Entoesiasme van leerders is as belangrik beskou omdat leerprosesse baie meer waarskynlik geslaagd sal wees as leerders die ontwikkelingsaktiwiteit geniet. Vlakke van taalbewustheid ten opsigte van genre, register en grammatikale aspekte soos spelling, verskil van een leerder tot ’n volgende. Leerders het verskillende grade van afhanklikheid getoon van die fabel- en sprokiegenres. Betreffende skryfkonvensies het hulle wisselende grade van bewustheid getoon van (bv.) gepaste leestekengebruik. Interessante voorbeelde van die gebruik van streektaal, wat fonologiese bewussyn van die gesproke vorm insluit, word in besonderhede bespreek. Daar was onvoorsiene bevindinge betreffende die invloed wat leerders se lewenservaringe op hulle narratiewe produkte gehad het. Die prentordeningsaktiwiteite het leerders se gebruik van bekende alledaagse gebeure en artefakte gereflekteer; hulle het nie verwys na wat vir hulle onbekend was nie al het die stel prente oënskynlik iets anders beoog as wat die leerders daarvan gemaak het. Die ryk en gevarieerde data wat versamel is, illustreer teoretiese posisies rakende die verskillende soorte habitus waarmee leerders gekonfronteer word, die wyse waarop onderwyssisteme party soorte taalvaardighede bo ander reken, die verbande tussen taal en identiteit, en die maniere waarop nuwe vorme van geletterdheid ingespan kan word om leerders se ontluikende geletterdheid en die leergeleenthede wat sodanige geletterdheid fasiliteer, te bevorder.

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De, Silva Chamellé René. „The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme“. Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2132.

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This thesis is submitted in fulfilment of the requirements for the Degree Masters in education in the faculty of education and social sciences – Cape Peninsula University of Technology
The Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that only 36% of learners were achieving the reading and numeracy outcomes expected of a Grade 3 learner. The vast majority of learners were underperforming two to three years below expectation (WCED Literacy and Numeracy Strategy 2006-2016). South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforces the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases. It was against this background that I wanted to investigate the value and impact of a children's literature - based reading programme, as the importance of independent and critical reading at the primary level cannot be over estimated. PIRLS, (2006) highlights the areas of low achievement of South African learners by referring to the twelve reading skills and strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. I argue for the inclusion of an alternative reading programme to the phonics only approach currently and predominantly used in Foundation Phase. Social constructivists see as crucial, both the context in which learning occurs and the social context that learners bring to their learning environment. This theoretical framework, as well as the Reader Response theory of Rosenblatt (1982) underpins this study. Relevant cognitive theories and their underpinnings in reading motivation and achievement are reviewed. The literature review is an in-depth study of recent and current reading research. The main aspects covered by the literature are literacy skills, language acquisition and its related skills. The study is lodged in a qualitative paradigm and embedded in action research. The analysis is framed in constructivist grounded theory. The quantitative data collected support the qualitative data and enhance the validity of the findings that indicate that the study of literature is effective in developing higher order thinking skills identified by Bloom (1956) and present in the PIRLS (2006) test methodology.

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Hebe, Gasenakeletso Ennie. „Investigating Grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression“. Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62200.

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Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.

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Hewana, Diliza Ronald. „An investigation into the nature of grade 4 learners’ evolving mathematics learning dispositions: a case study of 3 learners participating in an after school mathematics club“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013140.

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Through a qualitative case study approach this research investigated the nature of three Grade 4 learners’ mathematical learning dispositions. It further explored how these dispositions evolve within the context of their participation in a weekly after school mathematics club over time. Of particular significance the research drew on the dispositional frameworks of Kilpatrick, Swafford and Findell’s (2001) and Carr & Claxton (2002) and pointed to ways in which these framework can be usefully brought together to provide a richer picture of learning dispositions. Kilpatrick, Swafford and Findell’s (2001) framework of mathematical proficiency involves five interrelated strands of which productive disposition is the fifth strand and largely underresearched (Graven, 2012). This strand is defined as ‘the tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and doer of mathematics’ (Kilpatrick, Swafford and Findell, 2001, p. 131). Carr & Claxton (2002) similarly argue for the importance of learning dispositions and point to the importance of resilience, playfulness and resourcefulness as three key indicators. The research outlines findings of the three case study learners in terms of data obtained from a questionnaire and interview about students’ learning dispositions. The interview asked learners various questions including for example, complete the sentence ‘Maths is…’, describe an effective learner of mathematics and say what you do if you don’t know an answer. The instrument was first administered orally and learners were asked to write their answers (in May 2012) and a year later it was administered as an interview by the club facilitator (in May 2013). While there is the limitation of comparison due to the different ways in which learners responded in 2012 (written) and 2013 (oral) the shifting nature of responses in certain respects provides some indication of shifts towards increasingly productive dispositions. Additionally the research analysed detailed transcripts of video recordings of several club sessions over a five-month period. Findings suggest ways of extending dispositional frameworks and that learners have restricted dispositions particularly in terms of sense making and resourcefulness across time. The findings also suggest shifts in dispositions over time especially in terms of seeing steady effort as paying off.

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Portwig, Carla. „The impact of learner transport on Grade 3 learners' physiological, emotional and educational well-being: a case study of a rural primary school in the Cape Winelands, South Africa“. Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27905.

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This dissertation examines the impact of various modes of transport on Grade 3 primary school learners' well-being in a rural school in the Cape Winelands district of the Western Cape, South Africa. The study moves beyond this narrow frame of physical transport to include the physiological, emotional, and educational domains of learners' lives. The individuals' physiological, emotional and educational well-being are utilised as analytical categories. The research used a mixed-methods design in a case-study approach. The qualitative data was derived from learner focus groups, open-ended interviews, and learner and teacher questionnaires. The quantitative data was derived from school records of learner attendance, Western Cape Education Department (WCED) term schedules and the WCED Systemic test results for the school. The main findings were as follows: (1) On a physiological level, irrespective of the mode of transport, access to school was found to be difficult but not impossible due to dangers and similar safety issues for all learners including pedestrians (2) On an emotional level, again all learners faced similar fears and trauma possibilities, and lacked the support of professional counsellors (3) Educationally, the bus passengers performed worse than other MoTs, whereas the pedestrians were the highest performing group. Also, seasonal change influenced learner absenteeism and similar attendance patterns were found for all MoTs in summer but in winter the pedestrians came to school more often than the bus passengers.

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Muller, Cornelia Magrietha (Carla). „Facilitating young children’s understanding of Ubuntu using creative drama“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80487.

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In the Manifesto on Values (2001), Ubuntu is depicted as one of the ten democratic values and the Department of Education (DoE, 2001) portrays it as one of the most important values to promote citizenry. Ubuntu provides a sense of belonging to a wider community and encourages a child citizen to live as a responsible and constructive member. Utilising a qualitative research mode of inquiry, with an action research approach enabled me to collaboratively design of a socially constructed learning experience, with subject specialists. We explored the value of creative drama to teach Ubuntu as an abstract concept to Grade 3 learners. The focus of this study was on conceptualisation and not the implementation. These learners were exposed to creative drama, however for this study they did not actively engage in any creative drama activities. The main data generation techniques that had been used in this study were semi-structured interviews with a panel of subject experts, after which they had also completed a rubric to convey the strengths and weaknesses of the designed learning experience. This was done in a cyclic manner; as embedded in action research to strengthen the idea of action research already mentioned. From the study and the results of the study, it had become evident that creative drama could be used to strengthen school learners’ understanding of Ubuntu and to incorporate it in their everyday lives to become progressive child citizens and leaders within South Africa. By using the input and knowledge of expert participants, it had also become evident that learning could be made fun and would most likely then be more effective.
Dissertation (MEd)--University of Pretoria 2020.
Early Childhood Education
MEd
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Saaiman, Louise. „An exploration of the Sandtray Play Approach for narrative skills development in first language Afrikaans-speaking Grade 3 learners with specific learning disability“. Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96025.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Children with specific learning disability (SLD) struggle with reading, spelling and/or writing, and tend to have poor narrative skills (Fey, Catts, Proctor-Williams, Tomblin & Zhang, 2004; Scanlon, 2013). Although learners with SLD mostly use grammatical sentences after discharge from conventional speech-language therapy, they often still struggle with creating narratives and find comprehension tasks challenging. For this study, I chose an action research design (McNiff & Whitehead, 2013). I used a lesser known therapy approach with some of these learners, in an attempt to ascertain whether kinetic methods of teaching language can improve their narrative skills. The research question posed was: What changes in narrative skills (if any), measured in terms of micro and macro structure, are brought about by the Sandtray Play Approach (STPA) in first language (L1) Afrikaans-speaking Grade 3 learners with SLDs? I used the STPA with four L1 Afrikaans-speaking Grade 3 boys with SLD over a course of six weeks (on average two therapy sessions per week). During each session, they each choose a variety of miniature objects with which they individually built a so-called “Sandworld” in their own sandtray. After each Sandworld was built, the boys took turns telling their story and listening to those of the other group member. After each narration, each listener made one positive comment and asked one question about the story. During the intervention period, I regularly presented mini-sessions teaching the participants how to create, improve and expand their narratives. The Language in Multilingual Society: Multilingual Assessment of Narratives (LITMUS: MAIN-Afrikaans) (Gagarina, Klop, Kunnari, Tantele, Valimaa, Baluciuniene, Bohnacker, & Walters, 2012) was used to analyse pre- and post-intervention narratives in terms of story structure components; (in)completeness of episodes; mean length of utterance (in words); and use of subordinating and co-ordinating conjunctions, conjunctive adverbs and internal state terms. The pre- and post-intervention results of the four boys in the experimental group were compared to those of four boys who did not receive any STPA intervention and who formed the control group. All eight participants had been clinically diagnosed as presenting with an SLD. Comparisons of the LITMUS: MAIN-Afrikaans scores indicated inter-group differences: Post-intervention, the experimental group used a higher number of story structure components, internal state terms, words, and utterances (those linguistic aspects introduced and practised during STPA intervention) than the control group. The experimental group’s Sandtray narratives also increased in multiple areas of structural complexity – e.g., in the use of conjunctive adverbs; subordinating and co-ordinating conjunctions; and embedding. These results have implications for speech-language therapy practice, showing that the STPA is potentially a valuable resource for teaching narrative skills to learners with SLD, and that positive changes can be observed in as little as six weeks. The STPA has been used in Europe with learners with hearing or learning impairment and with mainstream learners. In the South African context, it appears only to have been used to teach oral language use to deaf learners; and no South African studies on the use of the STPA for narrative skill development could be traced. This study was the first of its kind and indicated that using the STPA can assist Speech-Language Therapists in developing narrative skills of children with atypical language development.
AFRIKAANSE OPSOMMING: Kinders met spesifieke leergestremdheid (SLG) sukkel met lees, spelling en/of skryf, en neig om swak narratiefvaardighede te hê (Fey, Catts, Proctor-Williams, Tomblin & Zhang, 2004; Scanlon, 2013). Alhoewel leerders met SLG meestal grammatikale sinne gebruik ná ontslag uit konvensionele spraak-taalterapie, sukkel hulle steeds gereeld met narratiefproduksie en begripstake. Vir hierdie studie het ek gekies om ‘n aksienavorsingsmetode (McNiff & Whitehead, 2013) te gebruik. Ek het ‘n minder bekende terapiebenadering met sommige van hierdie leerders gevolg, in 'n poging om vas te stel of kinetiese metodes van taalonderrig hulle narratiefvaardighede kan verbeter. Die navorsingsvraag was: Watter veranderinge in narratiefvaardighede (indien enige), gemeet in terme van makro- en mikrostruktuur, word teweeg gebring deur die Sandbak-Speelbenadering (SBSB) in eerstetaal- (T1) Afrikaanssprekende Graad 3-leerders met SLG? Ek het die SBSB met vier T1 Afrikaanssprekende Graad 3-seuns met SLG oor ses weke gebruik (gemiddeld twee terapiesessies per week). Tydens hierdie sessies het elkeen ‘n verskeidenheid miniatuur voorwerpe gekies waarmee elkeen individueel ‘n sogenaamde “Sandwêreld” in hulle eie sandbakkie gebou het. Nadat elke Sandwêreld gebou is, het die seuns beurte geneem om hulle storie te vertel en na die stories van die ander groeplede te luister. Nadat elke storie vertel is, het elke luisteraar een positiewe punt van kommentaar oor die storie gelewer en een vraag oor die storie gevra. Gedurende die intervensietydperk het ek gereeld mini-sessies aangebied om die deelnemers te leer hoe om narratiewe te skep, te verbeter en uit te brei. Die Language in Multilingual Society: Multilingual Assessment of Narratives (LITMUS: MAIN-Afrikaans) (Gagarina, Klop, Kunnari, Tantele, Valimaa, Baluciuniene, Bohnacker, & Walters, 2012) is gebruik om voor- en ná-intervensie-narratiewe te ontleed in terme van storiestruktuurkomponente; (on)volledigheid van episodes; gemiddelde lengte van uiting (in woorde); en die gebruik van onderskikkende en neweskikkende voegwoorde, verbindingsbywoorde en interne toestand-terme. Ek het hierdie tellings vergelyk met dié behaal deur 'n kontrolegroep (vier manlike klasmaats van die eksperimentele groep). Ek het ook 'n seleksie van drie verteenwoordigende sandbaknarratiewe per eksperimentele groepdeelnemer in terme van hierdie metings geassesseer Al ag deelnemers is klinies gediagnoseer met SLG. Vergelykings van die LITMUS: MAIN-Afrikaans-tellings het inter-groepsverskille aangetoon: Die eksperimentele groep het ná intervensie ‘n groter aantal storiestruktuurkomponente, interne toestand-terme, woorde en uitinge (d.i. daardie linguistieke aspekte wat bekendgestel en geoefen is tydens SBSB-intervensie) gebruik as die kontrolegroep. Die eksperimentele groep se sandbaknarratiewe het ook toegeneem in terme van veelvuldige areas van strukturele kompleksiteit – byvoorbeeld in die gebruik van verbindingsbywoorde, onderskikkende en neweskikkende voegwoorde, en inbedding. Hierdie resultate het implikasies vir spraak-taalterapiepraktyk: Dit toon aan dat die SBSB potensieel ‘n waardevolle hulpbron is vir die leer van narratiefvaardighede aan leerders met SLG, en dat positiewe veranderinge in so min as ses weke waarneembaar is. Die SBSB word in Europa met leerders met gehoor- of leergestremdheid gebruik asook met hoofstroomleerders. In die Suid-Afrikaanse konteks is dit skynbaar nog slegs gebruik om gehoorgestremdes te leer praat; geen Suid-Afrikaanse studies oor die gebruik van die SBSB vir narratiefvaardigheidsontwikkeling kon gevind word nie. Hierdie studie was die eerste van sy soort en toon aan dat die gebruik van die SBSB Spraak-Taalterapeute kan help om narratiefvaardighede te ontwikkel in kinders met atipiese taalontwikkeling.

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Nkomo, Sibhekinkosi Anna. „An investigation into the effect of an Extensive Reading Programme on bilingual Grade 3 learners’ reading attitudes in two primary schools in Grahamstown“. Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7723.

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The focus of this study is to explore formative intervention of a bilingual Extensive Reading Programme (ERP) in two Grade 3 classes in Grahamstown, South Africa. ERP involves access to large quantities of reading materials for pleasure and to reading opportunities (Bamford & Day, 2002; Krashen 2004). The current focus on measurable reading achievement in clearly defined areas such as vocabulary, fluency and comprehension has resulted in reduced attention towards the affective component in relation to literacy development, and links attitudes to reading success. This study helps to fill this gap by examining the effect of an ERP on the reading attitudes of Grade 3 learners. The study draws on Cultural Historical Activity Theory (CHAT) to make sense of learning and social change through mediation, scaffolding, interaction and collaboration learning. The ERP is located within a broad framework of literacy and incorporates a balanced reading approach implemented in an informal reading setting so as to motivate, encourage and nurture reading for enjoyment. This formative intervention used expansive learning cycles to develop a responsive ERP that was implemented and evaluated to investigate its effects on learners’ reading attitude. There were three phases (pre-, during- and post- intervention) that were designed over 31 weeks where rich, qualitative data was collected from questionnaires, observations, learners’ drawings and interviews. To make sense of this data, concepts from CHAT such as contradictions, expansive learning, double stimulation, transformative agency and sustainability were used (Engestrom & Sannino, 2010; Haapasaari & Kerosuo, 2015; Saninno, 2015). In addition, Mathewson’s (1994) reading attitude model addressed the attitudinal aspects of the study whilst a multimodal social semiotic perspective (Kress & Van Leeuwen, 1996) was used to analyse learners’ drawings. The findings of this study demonstrate the effectiveness of combining top-down and bottom-up reading methodologies. In both research sites there was appreciable change in the number of books learners read. Learners also began to volunteer to read and participated in book talks. Through access to a variety of reading materials and reading opportunities, learners demonstrated agency, criticising some ERP practices and modelling new ways, thus claiming and sustaining the reading programme. Being provided with a safe, informal learning context where reading was presented as a social activity, learners gained confidence, engaged in meaningful discussions and improved their self- esteem. Finally, learners continue to access these resources even beyond the research programme.

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Simelane, Lusanda Susan. „Effect of a multiple micronutrient enriched maize-based liquid meal supplement on iron status of grade 3 and 4 learners attending Sunnyside primary school, Pretoria“. Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/46108.

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Background: About one half of school-age children in developing countries are estimated to be affected by iron deficiency. Failure to treat micronutrient deficiencies can negatively affect health and economic development. Objective: To determine the effect of multiple micronutrient maize-based liquid meal supplement on the iron status and the nutritional status of primary school children. Design: A randomized double-blind placebo controlled trial was conducted. Setting and subjects: The study took place at Sunnyside Primary School in Sunnyside, Pretoria, in the urban area of Tshwane (Gauteng Province, South Africa). Grades 3 and 4 male and female learners aged 8-12 years, enrolled in the 2010 academic year were recruited for the study. Methods: Participants were dewormed, to eliminate parasitic infestaion at the beginning of the study. The experimental product was a maize-based liquid meal supplement enriched with macronutrients and micronutrients including chelated ferrous bisglycinate, while the control had the same macronutrient profile but no added micronutrients. The learners took the meal supplement every morning on school days for 14 weeks. Iron status was measured by Haemoglobin (Hb) levels and the nutritional status was measured by anthropometric measures at baseline and end. Groups were compared with respect to change in Hb and change in anthropometry using an analysis of covariance (ANCOVA) with baseline Hb values as covariate. Testing was done at the 0.05 level of significance. Results: There was no significant difference in the Hb levels at baseline (12.6 ± 1.1 g/dL and 12.8 ± 1.1 g/dL) (P = 0.250) between the experimental and control groups respectively. The prevalence of mild anemia (Hb< 11g/dL) was low in both the experimental and control groups. Over the 14 weeks study period, consumption of experimental products was similar and there was no significant effect on Hb levels of the participants observed (P = 0.806) in the experimental and control groups. There was also no significant change observed in the anthropometry of the participants. Conclusion: The maize-based liquid meal supplement enriched with multiple micronutrients did not have a significant effect on the iron status of the participants in this study, possibly owing to low prevalence of anemia, a low rate of consumption and therefore iron absorption.
Dissertation (MSc)--University of Pretoria, 2015.
tm2015
Animal and Wildlife Sciences
MSc
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Tshuma, Sibhekinkosi Anna. „Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011755.

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This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.

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Tai, Chih-Che. „Reaching for Excellence in Grade 3-5 School Science- Lessons Learned from A THEC-ETSU STEM PD Project“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3283.

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This professional development project seeks to enable elementary teachers to reach for excellence in elementary school science through Inquiry-, Standards-, Problem- and Technology-based (ISPT-based) learning environments. The project provided a total of 102 hours of ISPT-based PD by sponsoring five Saturday workshops, one summer institute and three school visits. It intended to build up two instructional infrastructures under the ETSU Northeast TN Innovation STEM Hub: (1) A Bank of Human Resource: creating a cadre of skillful science lead teachers; (2) A Virtual Instructional Network: building up a web-based instructional resource network. Various summative and formative assessment instruments were used to evaluate the effectiveness of the project, including: Teachers’ Content/Pedagogy Surveys, Classroom Observations, Content Assessments, Tennessee Value-Added Assessment System (TVAAS) Reports and Students’ TCAP Achievement Tests. Overall, this program demonstrated statistically significant growth in all measured areas, including teacher quality, teacher opinions, preparedness, content knowledge as well as teachers’ TVASS reports and students’ TCAP results.

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French, Heather M. „A pilot study of the "Jacob's Ladder Reading Comprehension Program" with gifted and potentially gifted learners in grades 3, 4, and 5“. W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154069.

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Alonzo, Julie. „An examination of early reading skill covariance structure invariance across Spanish-speaking English language learners in grades 3 and 4 and their native English-speaking peers /“. view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1331398351&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-125). Also available for download via the World Wide Web; free to University of Oregon users.

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Feenstra, Carla. „The possible effect of food supplements in the early grades on intelligence scores“. Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27240.

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The purpose of this study was to investigate whether a meal supplement fortified with micronutrients would, statistically, significantly improve the intelligence scores of Grade 3 and 4 learners. The data collection procedures in this study took the form of a pre-test – post-test control group design. The Paper and Pencil Games (PPG) Level 3, a standardised psychological test, was administered before and after the respondents were exposed to the meal supplements. For a treatment period of 16 weeks the experimental group received the meal supplement fortified with micronutrients and the control group the meal supplement without any added micronutrients. Data analysis took the form of statistical analysis to determine whether the meal supplements consumed by those in the experimental group could significantly contribute to improving their intelligence scores. The results indicated statistically significant increases in scores, between the pretest and post-test on the various scales of the PPG, of both the experimental and control group on the one hand, but no statistically significant differences between the two treatment groups on the post-test on the other. The null hypothesis that there are no (statistically significant) differences between the average post-test scores (V, NV, and T) of the experimental and control groups could not be rejected. However, the increase between the pre-test and post-test stanine scores of the two treatment groups has led to recommendations for further research. Copyright
Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
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Mudzielwana, Ndileleni Paulinah. „Teaching reading comprehension to grade 3 Tshivenda-speaking learners“. Thesis, 2012. http://hdl.handle.net/2263/28049.

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The main objective of this research was to explore how teachers teach reading comprehension to Grade 3 Tshivenda-speaking learners. The research was prompted by the low performance of reading amongst these Grade 3 learners in this area. This study was a qualitative study. The paradigmatic position of the study was the interpretive paradigm. Data was collected through individual teachers’ interviews, focus group interviews, classroom observations and content analysis. Interviews and focus group discussions were taped, transcribed, analysed, and data was categorised into themes. Three schools, each with two Grade 3 classes, were selected. Learners were involved because the main aim was to observe teachers teaching reading comprehension to them. This study did not attempt to measure learner performance, but investigated the teaching of reading comprehension to Grade 3 Tshivenda-speaking learners. The aim of this was to investigate how teachers teach reading comprehension in their classrooms. The study developed a conceptual framework from the literature review, consisting of five phases. These phases were identified and developed as it became clear that, in order to teach reading comprehension effectively, various parties involved in schools need to be actively involved in the different phases when teaching reading comprehension education of learners. In addition, the learning and developmental theories consulted in this study were related to the conceptual framework. The research implies that reading comprehension can be taught and learnt, which further supports the development of the conceptual framework for this study. The findings of the study revealed that the participating teachers had limited understanding of reading comprehension strategies. They regarded teaching comprehension as a challenge as they do not know what comprehension strategies are and how to apply them. Additionally, they are stressed, confused and frustrated, because learners cannot read and understand the text. Furthermore, responses showed that teachers are uncertain of how to teach reading comprehension. Teachers spent little time on reading comprehension with learners, with no uniform approach amongst them on how to teach reading comprehension. Guided practice and time to practise comprehension strategies were absent in classrooms. The teachers also showed a lack of theoretical knowledge and practical experience about teaching comprehension strategies, which seems to result in teachers’ developing a negative attitude towards their learners (who struggle to read). Interviews and classroom observations revealed that, although the participating teachers said they understood what reading comprehension was, there was no correlation between what they said and what they did in practice in their classrooms. The results measured against Zimmerman’s (1998) applied social model of self-regulated learning, show that teachers lack the theoretical knowledge of teaching reading comprehension. In addition, participants were not satisfied with the intervention strategies and policies provided by the Department of Education. They felt neglected because guidelines were only in English and not in African languages, like Tshivenda. As such, no guidelines to teachers written in Tshivenda with Tshivenda examples exist. Workshops had not been helpful to Tshivenda teachers either. The study also revealed a lack of learning support materials, no variety of reading materials for learners and, in some schools, no readers at all. Lastly, the study shows that these teachers do not have access to research literature on the teaching of reading comprehension and rely on their own experience.
Thesis (PhD)--University of Pretoria, 2012.
Early Childhood Education
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Phala, Thembi Anastacia Lucky. „Reading support for grade 3 learners in full-service schools, Gauteng“. Thesis, 2019. http://hdl.handle.net/10500/25763.

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In South Africa, the issue of learners reading below their grade level is of great concern. In order to overcome this problem, the Department of Education made it possible that learners be taught to read early in Grade 1. However, despite the learners being taught to learn to read at an early stage, numerous studies have revealed that most of the learners, including those in Grade 3, are still experiencing reading problems. The purpose of this study is to explore how Grade 3 teachers support learners who experience reading problems in Full-service schools. Full-service schools are mainstream schools that were transformed to attend to the underlying inclusive principles and to provide quality education to all learners. In this study, a qualitative approach was used to collect data at the Tshwane North District in the Gauteng Province. The interview questions were piloted with one of the Grade 3 class teachers from a neighbouring full-service school. Then after the pilot study, eleven Grade 3 class teachers and six Learner Support Teachers from three identified full-service schools were interviewed and observed in their classroom while supporting learners experiencing reading problems. The documents that they used were also analysed. To analyse the empirical data an inductive approach and the method for analysing data suggested by Creswell (2000) was followed. The findings revealed that teachers who participated in this study followed a more prescriptive approach of supporting learners who were experiencing reading problems. Furthermore, the findings revealed they used different reading strategies and reading methods even though there were some challenges that hampered the implementation of the support. The issue of differentiating and adapting the reading support to suit the diverse reading needs of learners arose from the study. This was due to the fact that most of the teachers were not trained to adapt the reading support based on the reading needs of the learners. Based on the findings, recommendations were made, and guidelines to draw up an effective reading support based on an integrated approach for Grade 3 learners who experience reading problems in full-service schools was developed. The guidelines combined two theories that underpinned the study, namely, Bronfenbrenner’s ecological systems theory and Vygotsky’s sociocultural theory. The researcher concluded that learners’ improvement in terms of their reading abilities relies on how teachers provided support to them. Hence it is important for teachers to be equipped with sufficient skills and knowledge to provide individualised reading support to learners experiencing reading problems.
Inclusive Education
Ph. D. (Inclusive Education)

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Groves, Steffanie. „Morphological awareness analysis in the writing of grade 3 and 5 English first and second language learners“. Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/10468.

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The current longitudinal study examined the development of morphological awareness (MA) in the writing of 59 (27 EL1, 32 ELL) participants in grade 3 and grade 5, using an experimental morphological error type scoring (METS) guide. The researcher -developed METS guide provided an in-depth analysis of inflectional and derivational morphological usage across five categories: omissions (MO), morphological spelling errors (Msp), morphological attempts (Mat), wrong word (WW) and wrong homophones (WH). Standardized literacy measures evaluated spelling, oral vocabulary and oral syntax. For all grade 3 to grade 5 participants the total morphological errors (TME) and morphological omissions (MO) decreased and the morphological attempts (Mat) increased. Increases in oral syntax and vocabulary correlated to increased writing performance and decreased total morphological errors (TME). Differences were observed in the correlation analysis across all morphological measures between language groups (EL1, ELL). Using a detailed morphological error analysis in children’s writing may provide an accurate measure of the development of morphological awareness and patterns of usage for morphological structures in the writing samples of diverse language groups.
Graduate

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Mkhwanazi, Hellen Ntombifuthi. „Teachers' use of formative assessment in the teaching of reading comprehension in Grade 3“. Thesis, 2014. http://hdl.handle.net/2263/40237.

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The main objective of the research was to explore how teachers use formative assessment to enhance the teaching of reading comprehension to Grade 3 siSwatispeaking learners. While the research also sought to determine whether teachers’ practice of formative assessment supported learners’ comprehension of written text, it did not attempt to measure the learners’ achievements. The research was prompted by the low reading performance levels of South African Grade 3 learners, including Grade 3 learners in Mpumalanga. The study was qualitative in nature and was a case study of seven teachers from four primary schools. The paradigmatic position of the study was interpretive. Data was collected through individual semi-structured interviews, lesson observations and analysis of learners’ workbooks. Interviews were taped and transcribed. Data from the three sources was analyzed and reported in an integrated way through themes. The study developed a conceptual framework from the literature review. Various theories and concepts were identified, namely Vygotsky’s theory of learning and socio-cultural perspective (1978), Engeström’s activity system model (1987) and the formative assessment process (Harlen, 2000; Ruiz-Primo, 2011; Birenbaum, Kimron, Shilton & Shahaf-Barzilay, 2009). It was clear that effective use of formative assessment for reading comprehension requires collaboration between teachers and learners. Teachers should involve learners in the five phases of formative assessment of reading comprehension. The conceptual framework also implies that teachers should have pedagogical knowledge of the teaching of reading comprehension. Findings of this study revealed that participating teachers lacked knowledge of formative assessment; consequently they did not plan to use formative assessment to support the teaching of reading comprehension. Teachers did not communicate clear learning objectives and assessment criteria to the learners. As a result, learners did not know what they should achieve in a lesson and did not know how they should achieve it. Teachers did not develop learning activities that supported learners’ comprehension of the written text. Teachers often used literal and closed questions to assess reading comprehension. Teachers did not provide constructive feedback based on the learning objectives, and they did not comment on weaknesses and strengths with regard to the learning objectives. Teachers did not encourage learners to assess their own work or that of their peers. Therefore learners did not develop skills in assessing their own work; they relied on the teacher’s assessment. Furthermore, this study found that teachers were not trained in the teaching and formative assessment of reading comprehension. They did not have a variety of materials to teach reading to siSwati-speaking learners. Some schools did not receive the workbooks from the Department of Basic Education (DBE) and had to make do with copies from the DBE workbook on a daily basis. Recommendations ensuing from this research are that the Department of Basic Education and the Mpumalanga Department of Education should equip Foundation Phase teachers with knowledge of and skills in formative assessment applicable to the teaching of reading comprehension. In addition, the Mpumalanga Department of Education should provide a variety of reading material for siSwati-speaking learners to support the teaching and learning of reading comprehension.
Thesis (PhD)--University of Pretoria, 2014.
gm2014
Early Childhood Education
unrestricted

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Takane, Thulelah Blessing. „Investigating addition and subtraction strategies of grade 3 learners within the context of a maths club“. Thesis, 2015. http://hdl.handle.net/10539/17667.

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This study was concerned with any shifts that could be seen in the use of addition and subtraction strategies by Grade (Gr) 3 learners, and the link between these strategies and resources made available to the learners within the context of the Maths Club (MC). The critical questions that I sought to answer were, a) What addition and subtraction strategies do learners display at the start of maths club?; b) What addition and subtraction strategies and resources does maths club suggest to learners?, c) What shifts in addition and subtraction strategies can be seen during the course of the maths club? My conceptual framework which I later used as an analytical framework was drawn from various literature reviewed for the study with the work of Carpenter, Fennema, Franke, and Levi (1999) being the foreground. The framework consists of modeling strategies, counting strategies and number facts. Progression within and across strategies forms a large part of the exploration of the study. The sample used for the study was six Gr 3 learners together with 2 Student Teachers (ST) conducting lessons within the MC. Data collected during the sequence of the 7 videotaped maths club sessions involving the 6-learner group held across the year formed the dataset for my analysis. Various data sources were used for this study, with videotaping forming the key data source. Field notes with feedback from the student teachers were also used. Lesson plans and workbooks used within the MC sessions were collected and analysed. Findings show that learners relied on concrete strategies with ‘unit counting’ and ‘counting from’ dominating. Learners seemed to be using resources based on their availability. Where resources were used there did not seem to be any promotion of their use from concrete strategies to more sophisticated abstract strategies, partly because of the way ST introduced the resources to the learners. Though there was evidence of the use of abstract strategies, there was no evidence of a linear progression from concrete to abstract strategies as the learners often reverted to concrete strategies. The implications of this study are that learners at grade 3 level need to be helped to progress from concrete use of strategies to more abstract use. One of the ways to help learners with this progression appears to be the incorporation of appropriate resources into the execution of strategies which implies that teachers need to be much more careful in their planning of what resources are available, when and in what sequence. In addition to the incorporation of appropriate resources emphasis on structure such as 10 structure on a bead string or beans for example would need to be a focus so that learners may be able to shift from modeling of a situation to modeling for representation of mathematical reasoning.

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Junias, Rebecca. „Factors affecting the teaching of english reading skills in the second language of grade 3 learners“. Diss., 2009. http://hdl.handle.net/10500/4175.

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This study investigated the factors affecting the teaching of English reading skills in a second language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional Education Directorate in Northern Namibia. It also investigated methods and approaches that were used to promote the teaching of reading in English as a second language and the linguistic environment of the classroom in which the teaching of reading occurs. Classroom environments were observed and telephonic interview was conducted with the circuit inspector of the three schools selected. Individual interviews were also done with the principals, Grade 3 teachers and Grade 3 learners of the three chosen schools. Focus group interview was also done with the same Grade 3 teachers. This study found out that insufficient reading books, poor teaching methods, insufficient teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that made the teaching of reading unsuccessful. From the interviews of the circuit inspector, principals and teachers it was revealed that inadequate teacher training workshops for teachers teaching English reading, lack of parental involvement, low budget allocation to Primary Education and lack of reading capacity in vernacular affected the teaching of reading negatively. The outcome of learners’ interviews indicated that phonemic awareness and lack of comprehension created reading problems. Given the factors referred above, it is recommended that more interesting readers should be purchased to solve the shortage of reading materials. In addition, more effective teachers’ workshops should be given to strengthen the teachers’ approaches to reading skills development for Grade 3 learners.
M. Ed. (with specialisation in Early Childhood Development)
Educational Studies

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Mkhabela, Emly Zodwa. „Spelling difficulties in English first additional language learners : a study of grade 3 Isizulu home language learners in a primary school in Johannesburg“. 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001774.

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M.Tech. Applied Languages
The aim of this study is to compare the standard of spelling among Grade 3 English First Additional Language learners who speak isiZulu as theirhome language to the requirements of the Curriculum and Assessment Policy Statement (DBE, 2011). The study draws on literature for contextualisation and to determine the CAPS requirements, and uses error analysis of continuous writing samples from learners to determine the variety and frequency of errors made. The list of errors is then studied for evidence of interference from the first language. In the final instance, the study presents the results of semi-structured interviews with Grade 3 EFAL- teachers on what they perceive as their role in spelling instruction, the challenges they encounter and strategies they use for overcoming these challenges

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Tshidavhu, Funzani Sarah. „The effectiveness of teaching English first additional language vocabulary to Grade 3 learners within the Vhembe District“. Diss., 2016. http://hdl.handle.net/11602/830.

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Motona, Johannes. „Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province“. Diss., 2015. http://hdl.handle.net/10500/18739.

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Literacy is a critical aspect of learning in the Foundation phase and forms an important foundation for learners’ education. Studies, however, show that many learners in Grade 3 cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3 teachers drawn from three primary schools. Three qualitative data collection instruments, namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First Additional Language as well as training of Curriculum Advisors.
Educational Management and Leadership
M. Ed. (Education Management)

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Sona, Berhanu Dendena. „The effects of a cognitive foundation of learning to read on the reading skills of grade 3 learners Ethiopia“. Thesis, 2018. http://hdl.handle.net/10500/25204.

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Reading is a complex cognitive process of decoding symbols to derive meaning. It is a means of language acquisition, of communication, of sharing information and ideas. It is a complex interaction between the text and the reader and shaped by the reader’s prior knowledge, experiences, attitude, and language of the community. This literacy skill is very important to be successful in academic work. However, it may challenge early grade learners from Grade 1 up to 4. For instance, Ethiopia has been witnessing an escalation in early grade reading difficulties in primary schools. However, mastering reading by the end of Grade 3 is very important. Therefore, the main purpose of this study was to investigate “The effect of Cognitive Foundation of Learning to Read (CFLR) on the reading skill of Grade 3 learners at 10 selected primary schools in Hawassa and Dilla towns in Ethiopia.” In order to address the research questions, the researcher employed a mixed-method approach, consisting of a quasi-experimental and qualitative research design. Quantitative data were collected by administering a reading achievement test. Questionnaires were also administered to determine the demographics of learners and teachers. Qualitative data were collected through classroom observations and semi-structured interviews. The quantitative data were analysed by One-way Analysis of Covariance (ANCOVA) and t-test. SPSS version-20 was used to analyse the data. Qualitative data were analysed by thematic analysis. Transcribed interviews and coded observation were classified according to similar themes; and grouped under sub-headings that had relation to the main research questions. Following this activity, interpretation of data was done. The findings of the study indicated that Grade 3 learners who attended reading instruction through CFLR in the experimental group show good performance than control groups. Based on the findings of the study, it was concluded that the CFLR is better than the Conventional Teaching Method (CTM). Finally, it was suggested that the results of the study are important to improve Grade 3 English reading instruction. It was also recommended that teachers should use a socially, culturally and linguistically responsive, inclusive instructional approach in teaching reading.
Psychology of Education
D. Ed. (Psychology of Education)

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Govender, Kogilambal. „Young children's lives in the context of HIV and AIDS : listening to the voices of grade 3 learners in KwaZulu-Natal“. Thesis, 2007. http://hdl.handle.net/10413/1208.

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Since HIV/AIDS is closely connected with adult sexuality, children in early schooling are often overlooked in debates around the pandemic. However the growing number of children who are infected or affected by HIV/AIDS cannot be ignored. This qualitative study gives voice to young childrens' experiences and understanding of HIV/AIDS in Savannah Park, province of KwaZulu-Natal. The study also explores how HIV/AIDS intersects with other barriers to learning and development and the effect this has upon childrens' lives. Twenty learners between the ages of 8-9 years who come from low income families were selected as participants in this study. They were interviewed using focus group interviews. During the focus group interviews, various participatory research techniques such as drawing, story telling, projection, games and movement evaluation exercises were employed. One of the key findings that emerged was that the participants consistently identified HIV/AIDS as a deadly disease. There was also a deep sense of fear amongst participants that their family members will contract HIV/AIDS rendering them vulnerable to the devastating impacts of the disease. Another important finding was that many participants were able to correctly identify symptoms of the disease revealing intimate knowledge and personal experience of the disease. Some modes of transmission of HIV/AIDS were also particularly well known amongst participants such as touching blood and sharing infected needles. This study however highlights the need for children in early schooling to be given accurate information on the sexual transmission of HIV/AIDS. Participants were also restricted in their knowledge of preventative measures against the HIV/AIDS virus and did not have any specific knowledge of anti retroviral drugs. Another key finding was the high levels of awareness amongst participants of the challenges experienced by HIV/AIDS infected and affected children. Lack of money, food, clothing and support coupled with sickness and high rates of absenteeism within a HIV/AIDS context impeded learning from their perspective. The views participants express also reveal that HIV/AIDS affected and infected children are still subject to prejudice, isolation and stigmatization within educational settings. However there is hope in that many participants expressed warmth and friendship towards HIV/AIDS infected children. Support structures such as family members, neighbours, teachers, social workers, church and medical personnel were also regarded as having a positive effect on the lives of HIV/AIDS affected and infected children.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

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Lukhele, Cecilia Ntloheleng. „The role of the foundation phase educator in teaching thinking and reasoning to Grade 3 learners in literacy (First additional language)“. Thesis, 2015. http://hdl.handle.net/10539/17685.

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Molefe, Lebohang. „An exploration of Grade 3 and 4 learners’ experiences of the Foundation Phase Life Skills Curriculum in one urban ex- model C school“. Thesis, 2019. https://hdl.handle.net/10539/29318.

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A research report presented to the Faculty of Humanities (School of Education)
This study explored Grade 3 and 4 learners’ experiences of the Foundation Phase Life Skills curriculum in one urban ex-model C school. The aims of this research were to understand learners’ perceptions of the importance of being taught Life Skills and to examine their perspectives of the applicability of Life Skills in their lives. The research focused on what learners’ understanding of the Life Skills curriculum is, to what extent they think it is relevant to their lives and what their experiences revealed about the curriculum. This was done to address the limited research available in South Africa on learners’ experiences of the Life Skills curriculum. This research was conducted with children because they are thinking, agentic beings who are capable of expressing their views of the world and should be heard. It took place in an ex model C school located in an upper middle class suburb of Johannesburg. Considering that the study sought to understand learners’ experiences, a qualitative research approach was used. The data were collected from a total of 15 learners by conducting four semi-structured focus group interviews, each interview comprised of 4 boys and 4 girls at a time. In order to analyse the data thematic content analysis was done in order to identify themes. From the analysis, themes were identified and findings from these revealed that children thought the Life Skills curriculum was important and helped them develop skills for their lives. They were able to identify topics that interested them or affected them, with safety being a major concern. They also showed an awareness of what it means to be socially responsible in their interactions with others. It is clear that teachers need to be more aware of how the curriculum supports children's everyday needs. More research may need to be done with township, rural and/ or private schools to further understand Foundation Phase learners’ experiences with the Life Skills Curriculum.
NG (2020)

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Itumeleng, P. L. „Challenges faced by teachers in facilitating the acqusition of reading and writing skills by learners, and learners' challenges in acquiring reading and writing skills in the foundation phase (Grade R-3) / P.L. Itumeleng“. Thesis, 2011. http://hdl.handle.net/10394/15663.

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Teaching reading and writing skills and the acquisition of those skills is a challenge for teachers and learners respectively. Teachers encounter challenges in teaching and learners likewise encounter challenges of acquisition. The ability of learners to have the skills of reading and writing is undoubtedly one of the most important skills they need to possess. Likewise, teachers need to possess the ability to facilitate the acquisition of those skills by learners. The study was aimed at determining from teachers what challenges they encounter in facilitating the acquisition of reading and writing skills by Foundation Phase learners, and what the learners' challenges are in acquiring those skills. A brief questionnaire with one rating scale question, a dichotomous scale and two open-ended questions was designed and administered to a convenience sample of fifty teachers from ten randomly selected primary schools in the Montshioa Stadt Cluster. ln addition, a test of reading and writing literacy was administered to Grade R - 3 learners in selected schools in the cluster. The findings from the study revealed that teachers are playing a positive role in identifying the causes of the learners' lack of acquiring reading and writing skills and managing that problem constructively. Teachers however. feel that they need further training on some aspects of reading and writing skills. In view of the findings of the study. it is recommended that parents whose children have reading and writing problems be visited to investigate the source of the learners' problems. Parents should be requested to visit the school at the end of each tem1 to check on children's work. Learners should be given intervention forms to fill to show that they deserve to remain in the same class.
Thesis (M.Ed) North-West University, Mafikeng Campus, 2011

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Magerman, Ruben Clive. „Effects of an argumentation-based instruction on grade 10 learnersâ understanding of the causes of pollution at a river site“. Thesis, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3465_1319195566.

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This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educatorsâ understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learnersâ understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulminâs (1958) Argumentation Pattern (TAP) and Ogunniyiâs (1995) Contiguity Argumentation Theory (CAT).

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Takakawa, Nara Nami. „Problem-solving team deliberations in a response to intervention framework about struggling Latino English language learners in early primary grades“. 2013. http://hdl.handle.net/2152/22893.

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Response to Intervention (RTI) is a multi-tiered framework that focuses on the early identification and support of students who are struggling to learn. In the problem-solving model of RTI, where a multidisciplinary team uses data to drive decision making, much remains unknown about how RTI should be implemented when struggling English language learners (ELLs) are the focus of team deliberations. The development of the multidisciplinary problem-solving team (PST) is grounded in the assumption that professionals from different disciplines such as school psychology, special education, and counseling would make less biased decisions than a single individual. However, a group of professionals may still make biased decisions based on stereotypes of ethnicity (Orosco, 2010), social class (Knotek, 2003), and inadequate knowledge of second language acquisition and bilingualism (Orosco, 2010). Not much is known about the process of team decision-making; in fact, no research to-date has examined how a PST deliberates about struggling ELLs. A qualitative case study approach was utilized to investigate how one school’s multidisciplinary problem-solving team used data in their deliberations about struggling ELLs in early primary grades. Ten members of a PST at an elementary school in an urban area of Texas participated in this study; seven ELLs were the focus of the observed team meetings. Data were generated from the discourse of the team meetings, interviews, and school documents, including students’ cumulative folders and language proficiency assessment records. Data were analyzed using discourse analysis, content analysis, and pattern-matching logic. Findings revealed that the Tier 3 problem-solving process was not aligned with the district’s expressed intent. In addition, a hierarchy of control constrained the problem-solving process and restricted the PST’s ability to freely discuss the cases of struggling ELLs. Implications for implementing RTI with ELLs and suggestions for future research are presented.
text

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Matavire, Juniel Shoko Tanga. „Transitional literacy in Gauteng primary schools: two collective case studies of reading and writing experiences of grades 3 and 4 learners“. Thesis, 2016. http://hdl.handle.net/10539/22618.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy Johannesburg 2016.
This study examines literacy experiences of grade 3 learners as they transition into grade 4 in two primary schools in Gauteng. In the first school IsiZulu and Sepedi are the languages of teaching and learning in the foundation phase and learners transitioned to English in grade 4, while English is the language of learning and teaching in the second school. The study poses four questions. The first explores whether reading and writing in the foundation phase adequately prepare learners for the academic and cognitive demands of the intermediate phase. The second and third questions investigate the strategies used by learners and teachers to negotiate the transition and how those strategies could be understood and explained in relation to the increasing academic and cognitive demands of the literacy curriculum. The fourth question examines the role of language as children transition into grade 4. The study draws on the ecological systems theory by Bronfenbrenner (2005) and adopts a socio-cultural orientation to literacy, drawing on scholarship in New Literacy Studies (Street, 2007). The research design was a collective case study in the qualitative paradigm. Classroom observation, interviews and document analyses gathered over 9 months comprise the data. Two grade 3 classes were observed for three months in each school before ten focus learners were identified and these children were followed into grade 4. One grade 4 class was studied in each school for six months. What emerges from the data is that, at a macrosystemic level, curriculum change is a major factor in what happens to learners as they move across grades. The time of this study coincides with a curriculum transition from the National Curriculum Statement (NCS) to the Curriculum and Assessment Policy Statement (CAPS) of 2011 and 2012. When curriculum transition was not clear to teachers, and they did not buy into it, the effect on the mesosystem was confusion, anxiety and frustration on both teachers and learners that resulted in negative attitudes and poor delivery. The choices of language of learning and teaching schools make for the literacy instruction of their learners an important factor in transition. Language alone is a huge demand and resource factor (Bronfenbrenner, 2005) in learner literacy learning. In both schools the majority of learners accessed literacy through languages that were different from their home languages. This compromised learners’ access to and conception of academic texts. There are complex physical, structural, psychological and academic transitions a learner must deal with at the mesosystemic level on reaching grade 4. Inadequate literacy skills impact negatively on learners’ academic and social transition from one phase to another in multiple ways. Psychologically, learners had a sense of fear of the next grade and when their fears were confirmed it made transition challenging when dealing with grade 4 work. Structurally, the organisation of teaching changed from one teacher to many teachers, and hence many subjects with different expectations on learners. Some teachers had inadequate pedagogical knowledge, did not communicate within and across grades, and had generally autonomous conceptions of literacy, resulting in learners’ literacy development being compromised. At the microsystemic (classroom) level learners were confronted by grade 4 academic and literacy demands that the foundation phase did not equip them for. Reading and writing practices changed in grade 4. Vocabulary, fluency and comprehension skills learners brought from grade 3 became inadequate for the demands of grade 4 work. Also absent in grade 4 was the environmental print and other supports learners had in grade 3. When learners’ complex, challenging situations were compounded by poor teaching, inconsistent literacy practices, lack of resources, large classes and timetabling issues some learners lost interest, accepted their fate and developed negative attitudes to schooling. Carelessness surfaced, written work was not prioritised and often not completed, while other learners sought support from the exosystem in the form of parents and siblings to hedge the challenges of transition. Consequent to this study there was a realisation among teachers in the two schools that they could do something about transition and literacy. An appetite for knowledge and revisiting of pedagogical practices was rekindled among some teachers. Transition and literacy became topical issues in both formal and informal teacher conversations. This raises questions about the coordination and smooth cooperation between systems which further research may tap into.
MT2017

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Douglas, Katherine. „Exploring foundation phase Mathematics teachers' use of different teaching strategies in Grade 3, in Danielskuil, in South Africa“. Diss., 2019. http://hdl.handle.net/10500/26959.

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This study focused on the teaching of Mathematics to Grade 3 learners and learner underperformance in Mathematics in South Africa and worldwide. A theoretical framework examined the value of social constructivism, behaviourism and connectivism to Mathematics teaching. A comparison was made with Mathematics teaching in primary schools in South Africa, Bangladesh and Mozambique according to the literature. Against this background a qualitative inquiry was conducted in three selected primary schools with a purposeful, convenient sample of five Grade 3 Mathematics teachers in Danielskuil town, North West Province, South Africa Data were gathered by semi-structured individual interviews, non-participatory classroom observation and document analysis to explore theoretical knowledge and teaching approaches of participants, establish strategies to enhance teacher proficiency, identify successes and challenges in teaching Grade 3 Mathematics and factors that impede Mathematics teaching in the selected primary schools. Findings indicated challenges created by lack of physical classroom resources such as stationery, textbooks and learning aids, poor school infrastructure, overcrowded classrooms, discipline problems, teachers' inability to meet the needs of learners with barriers to learning , language barriers , learners' social problems, teachers' lack of Pedagogical Content Knowledge , lack of developmental teacher training and limited stakeholder support from the Department and parents. Successes related to Mathematics intervention programmes, study groups after school and math's clubs. Based on the literature and empirical inquiry, recommendations were made for implementation by Department of Basic Education, schools and teachers improve the learner performance outcomes in Grade 3 Mathematics in primary schools in South Africa.
Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)

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Trevino, Elizabeth Pauline 1978. „The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3“. Thesis, 2012. http://hdl.handle.net/1969.1/148134.

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English-language learners (ELLs) demonstrate lower levels of English reading proficiency than do native English-speaking students. Oral reading fluency (ORF), the number of words read correctly in 1 min, is one indicator of reading proficiency. Within second language (L2) reading research, there have been few studies of L2 ORF development. The purposes of this study were to: (a) model the trajectory (i.e., initial status and growth) of English ORF in Grades 2 and 3 for Spanish-speaking ELLs in bilingual education programs, and (b) determine the effect of a 4-year structured intervention in English language and reading on L2 ORF development. Data were archived from Project ELLA, a longitudinal, randomized study documenting ELLs' acquisition of English language and reading from kindergarten through third grade. Data included 1,470 observations of English ORF from 283 ELLs at 17 schools. Schools were randomly assigned to the intervention (n=8) or control (n=9) condition. In intervention schools, a one-way dual language program and a comprehensive ESL intervention were implemented. The intervention emphasized L2 oral language development in kindergarten and first grades, basic L2 reading skills in second grade, and content-area reading skills in third grade. In the control schools, the district's typical transitional bilingual education program and ESL curricula were implemented. L2 ORF was measured using DIBELS ORF on six occasions. Piecewise multilevel growth models were used for data analysis. In Grades 2 and 3, ELLs followed a two-stage linear growth trajectory in English ORF, with a large decrease in level between grades. Slope parameters were positive in both grades but decreased slightly in third grade. Participating in Project ELLA added 1.52 wcpm per month to students? ORF scores in Grade 2. Both intervention and control groups improved at the same rate in Grade 3; however, intervention students maintained the higher level of ORF that was attained during second grade. Therefore, the ELLA intervention accelerated L2 ORF growth in second grade, such that intervention students read with greater fluency compared to control students throughout second and third grades.

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Dissertationen zum Thema „Learners: Grade 3“

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