n Tydskrif vir Geesteswetenskappe - Fonologiese bewustheid by graad 0-leerders as voorspeller van latere leessukses

Volume 47, Issue 3
  • ISSN : 0041-4751


Kundiges op die gebied van geletterheid is van mening dat die leesvaardigheid van graad eenleerders die beste voorspeller van latere leessukses is. Leerders wat 'n agterstand ontwikkel tydens aanvangslees is geneig om nie die agterstand in te haal nie. Die belangrikheid van voorbereidende vaardighede wat aanvangslees voorafgaan by die voorskoolse kind, kom sterk onder die vergrootglas wanneer na oplossings gesoek word om agterstand in aanvangslees te voorkom. Fonologiese bewustheid het geblyk een van die belangrikste voorbereidende vaardighede te wees wat aanvangslees voorafgaan en ook een van die mees betroubare voorspellers van latere leessukses. Die vermoë van kinders om klanke en klankpatrone in die moedertaal te onderskei, daarmee rond te speel en dit te manipuleer, staan bekend as fonologiese bewustheid. Die fonologiese bewustheidsvaardighede van 'n geselekteerde groepie voorskoolse leerders is in die studie bepaal en die effek van hul fonologiese bewustheidsvlak op hul leessukses in graad een is ondersoek. 'n Dieper insae in genoemde verwantskappe kan aangewend word om leessukses op skool te bevorder.

According to researchers in the field of literacy, young learners' reading ability in grade one is the best predictor of future reading achievements. Children who lag behind at the onset of learning to read, tend to stay behind. In an effort to prevent pre-schoolers from falling behind in reading once they enter school, the importance of pre-reading skills emerged. One of the most important pre-reading skills and one of the most reliant predictors of future reading success turned out to be phonological awareness. Children's ability to pay attention to sounds and the sound patterns of their home language and the ability to play around with and manipulate sounds, is called phonological awareness. This study investigates the phonological awareness skills of a group of pre-schoolers and the influence which phonological awareness skills in their home language of Afrikaans had on their reading achievements in grade one.
Research regarding the impact of phonological awareness of English home language preschoolers' future reading success was conducted abroad and significance in this regard has been established for English home language pre-schoolers. The main hypothesis of the study therefore not only centred around the issue of establishing whether a positive and significant relation between a well developed phonological awareness level and reading success under South African circumstances exists, but also whether the significant relationship holds true for Afrikaans home language speakers. In doing so the necessity of explicit phonological awareness training to language groups in South Africa, other than English mother tongue groups, can be introduced and investigated.
Information and insight gained from the study can be used to generalize and promote reading success at school level under South African circumstances. With an outcomes based educational system now firmly established within the South African schooling system, the possibility of individual adjustments and training to accommodate grade one learners according to their pre-reading skills in phonological awareness (in addressing predicted future reading imbalances before a backlog takes effect,) may contribute immensely towards the learners' future reading success. The study established that a significant relationship exists with regard to Afrikaans home language learners. General linear regression was conducted to describe the relationship, thus enabling the researchers to generalize previous research to include Afrikaans home language speakers in South Africa. Interesting additional research findings indicated that the school where the learners received their education improved the prediction of their future reading success.

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