Die identifisering van leeshindernisse in Engels as eerste addisionele taal in die grondslagfase in die Noordwes-Provinsie

Abstract

The purpose of this study was to determine the knowledge and skills of Foundation Phase teachers in the North West Province, with regard to the identification of reading difficulties in English as First Additional Language. A literature study was done on the Literacy Programmes in the Foundation Phase, as well as the theories of language development and the development of reading skills. The prevalence of reading difficulties in English First Additional Language was also investigated. The empirical research included a sample of teachers in the Foundation Phase in the North West Province, regarding their identification of reading difficulties in English First Additional Language, as described by themselves in open-ended questionnaires. The research was a qualitative study - the answers of the teachers to the open-ended questions were analysed by the researcher according to themes. The results of the empirical study were also integrated with the literature (literature control). During this integration the results of the empirical study were discussed in the light of the aims and purposes of the research. The researcher concluded that the learners in this study did not experience out of the ordinary learning difficulties. This means that the learning difficulties they experienced are commonly described in the literature. However, the teachers participating in this study did not succeed in correctly identifying all the reading difficulties. This, together with the literature study, led to the conclusion that most teachers in this study lacked intensive knowledge with regard to the identification of reading difficulties and the associated support techniques. On a positive note the teachers' awareness of emotional problems, hyperactivity and/or attention deficiency, should be mentioned. These can contribute to reading difficulties and even bigger learning difficulties. This study focused only on the identification and assessment of reading difficulties in a few schools in the Foundation Phase (in the North West Province). The conclusion was made that teachers do have a need for further in-service training, developing their skills and expertise with regard to the identification, assessment and support of reading difficulties. This opens this field of study to further research, focusing on in-service training of teachers in the identification, assessment and support of reading difficulties in English First Additional Language.