Taalbewussyn as komponent van geletterdheidsvaardigheid : 'n ondersoek na narratiefvaardigheidontwikkeling by Graad 3-leerders
| dc.contributor.author | Brand, Irene | en_ZA |
| dc.contributor.author | Anthonissen, Christine | en_ZA |
| dc.date.accessioned | 2018-07-16T10:35:44Z | |
| dc.date.available | 2018-07-16T10:35:44Z | |
| dc.date.issued | 2017 | |
| dc.description | CITATION: Brand, I. & Anthonissen, C. 2017. Taalbewussyn as komponent van geletterdheidsvaardigheid : 'n ondersoek na narratiefvaardigheidontwikkeling by Graad 3-leerders. LitNet Akademies, 14(2):696-725. | |
| dc.description | The original publication is available at https://www.litnet.co.za | |
| dc.description.abstract | Daar word wyd verwys na ondergemiddelde prestasie van jong leerders in geletterdheidsontwikkeling in Suid-Afrikaanse skole (Donald en Condy 2005; Klop 2011; Marais 2012). Terselfdertyd word toegewyd aandag gegee aan moontlike verklarings vir die betreklik lae sukseskoers in die ontwikkeling van kinders se lees- en skryfvaardighede, asook aan moontlike ingrypings wat sukseservaring in vroeë geletterdheidsontwikkeling sal verbeter (Pretorius en Machet 2004; Olivier, Anthonissen en Southwood 2010; Murray, De Pascalis e.a. 2016). Hierdie artikel verwys na ’n studie wat uitgevoer is in Graad 3-klaskamers in twee landelike laerskole in Wes-Kaap waar spesifiek aandag gegee is aan die begrip taalbewussyn en hoe dit in leerders se narratiefontwikkeling waargeneem word. ’n Buitekurrikulêre program, ’n sogenaamde narratiefverrykingsprogram, is ontwikkel en oor ’n periode van ses maande in die taalonderrigperiode as stimulasie en vir diagnostiese doeleindes vir leerders aangebied. Ons kom tot die gevolgtrekking dat aandag aan taalbewussyn by leerders, binne skoolverband en spesifiek met aanmoediging van verhalende lees-, vertel- en skryfwerk, ’n geleentheid bied om geletterdheidsontwikkeling binne skoolverband te bevorder. | en_ZA |
| dc.description.abstract | The study on which this article is based was 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 mother tongue which, in various ways, is 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). | |
| dc.description.version | Publisher's version | |
| dc.format.extent | 30 pages | |
| dc.identifier.citation | Brand, I. & Anthonissen, C. 2017. Taalbewussyn as komponent van geletterdheidsvaardigheid : 'n ondersoek na narratiefvaardigheidontwikkeling by Graad 3-leerders. LitNet Akademies, 14(2):696-725. | |
| dc.identifier.issn | 1995-5928 (online) | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/104144 | |
| dc.language.iso | af | en_ZA |
| dc.publisher | LitNet | |
| dc.rights.holder | Authors retain copyright | |
| dc.subject | Language | en_ZA |
| dc.subject | Literacy | en_ZA |
| dc.subject | Language awareness in children | en_ZA |
| dc.subject | Afrikaans language | en_ZA |
| dc.title | Taalbewussyn as komponent van geletterdheidsvaardigheid : 'n ondersoek na narratiefvaardigheidontwikkeling by Graad 3-leerders | af_ZA |
| dc.title.alternative | Language awareness as a component of literacy : investigating narrative skills development of grade 3 learners | en_ZA |
| dc.type | Article | en_ZA |