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dc.contributor.advisor Maledu, A. D. Modipane, Makgomo Christina
dc.contributor.other Molotja, T. W. 2019-03-06T09:52:38Z 2019-03-06T09:52:38Z 2018
dc.description Thesis (M.Ed.) -- University of Limpopo, 2018 en_US
dc.description.abstract This study investigated barriers to the reading of English texts in the rural schools of the Rakwadu Circuit in Mopani District, Limpopo Province. This problem is not only in the said Circuit, it is a world-wide challenge. The research was undertaken in three public secondary schools, with focus on the Grade 9 learners of the said Circuit. Data were collected through audio-taped interviews and observation of learners while reading prescribed texts. It was found that most educators and learners agree that there are barriers to the reading of English texts. The following factors were identified as barriers, namely: lack of libraries, non-parental involvement and insufficient learner-support materials, as well as lack of guided reading books. The study recommends that governmental officials should consider building libraries even in the rural schools and communities. The schools should have a parental involvement policy in which parents are encouraged to take part in the education of their children. The Department of Education should provide sufficient learner-support materials in schools to enhance learners’ reading ability. Educators are to be provided with guided reading materials that will enable them to implement Guided Reading approach. Curriculum advisors should train teachers on how to teach reading. en_US
dc.format.extent x, 108 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Reading en_US
dc.subject English First Additional Language (EFAL) en_US
dc.subject Curriculum en_US
dc.subject.lcsh Active learning. en_US
dc.subject.lcsh Children-Books and reading--English-speaking countries. en_US
dc.title Barriers to reading English texts in schools of Rakwadu Circuit in Mopani District, Limpopo Province en_US
dc.type Thesis en_US

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