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dc.contributor.advisorDu Toit, Petrusa
dc.contributor.authorKruger, Johanna Aletta
dc.date.accessioned2010-03-04T11:12:32Z
dc.date.available2010-03-04T11:12:32Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/10394/2880
dc.descriptionThesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.
dc.description.abstractThe aim of the study was to establish how and compile educational relationship-focussed reading support strategies for educators to support learners who experience barriers to reading. The educator-learner relationship first had to be delineated by establishing the dimensions of the relationship, namely emotional, cognitive and value-driven activities that impact on the learner's feelings, knowledge and attitudes towards his or her world, and for the purpose of this study, how these pertain to the learner's reading development. Components of reading development, as well as barriers to reading and appropriate supportive reading activities were also described. The most essential reading skills are indicated to be a motivation to read, linguistic cueing in reading in terms of phonemic, morphemic, syntactic and semantic cueing, sight word recognition and comprehension. On this theoretical basis the reading support strategies were compiled encompassing reading and relationship-focused activities. Aims for achieving the relationship and reading skills were established, for which appropriate reading and relationship activities were then compiled. Qualitative research was implemented in the design and implementation of the reading strategies. Data were obtained from implementing the reading and relationship-focussed strategies, from learners' reading profiles, from educators' and learners' evaluation of the strategies, as well as from the researcher's own evaluation as a research participant. All the results were then triangulated to arrive at the findings of the research. These indicate that the reading and relationship activities will be successful if presented simultaneously, and with full cooperation by educators and learners alike. The contribution as well as the limitations of the research are indicated, and finally recommendations are provided.
dc.publisherNorth-West University
dc.subjectLiteracyen
dc.subjectReadingen
dc.subjectBarriers to readingen
dc.subjectEducational supporten
dc.subjectReading supporten
dc.subjectEducational relationshipsen
dc.subjectSupport strategiesen
dc.titleThe development of educational relationship-focussed reading support strategiesen
dc.typeThesisen
dc.description.thesistypeDoctoral


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