Die verband tussen rekenaarondersteunde leesonderrig, leesbegrip en leerbenadering by leerlinge in die senior primêre skoolfase

Abstract

THE RELATIONSHIP BETWEEN COMPUTER-ASSISTED READING INSTRUCTION, COMPREHENSION AND LEARNING APPROACHES BY PUPILS IN THE SENIOR PRIMARY PHASE. The aim of the research was primarily to determine in which way, if any, the reading comprehension of learners with a surface and a deep learning approach, is influenced differently" by using a specific computer-assisted reading instruction programme. Secondly, it was established to which extent the programme influenced the reading ability of learners in the senior primary school phase as manifested in reading comprehension and word recognition, in comparison with classical reading instruction using exclusively printed text. As basis of the empirical research, Solomon's four group design was used. A standardised test was used to determine the reading comprehension of pupils who were used, and their learning approach was measured by means of an existing questionnaire which was adapted. Observations in the research, as well as quantitative results were qualitatively analysed and discussed. Several factors, however, obviated that a meaningful connection between computer-assisted reading instruction with the specific programme and the learners' learning approach, could not be found with absolute certainty. Meaningful correlations, however, were found in the reading comprehension achievement of learners with a surface approach, and who had received computer-assisted reading instruction, in comparison with the other groups in the experiment. Learners with a deep approach, who had received computer-assisted reading instruction, showed statistically meaningful improvement within the group as regards feelings and achievement. No statistically meaningful improvement in reading comprehension achievement took place in the group who received extra reading instruction without the use of a computer. Resulting from these findings, and on the basis of effective reading instruction, practice-orientated recommendations have been made as regards the use of computer-assisted reading instruction and learning approaches.