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dc.contributor.advisor Ramaoka, S. I. Sebone, Mamoshaba Lovedalia 2023-04-04T08:34:17Z 2023-04-04T08:34:17Z 2022
dc.description Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 en_US
dc.description.abstract The main purpose of this study was to determine challenges that are faced by Grade 8 learners when reading short stories with understanding using EFAL. The study made use of a research approach which is qualitative in nature to explore the reading challenges. It also used an interpretive paradigm. Schema Reading Theory was employed as the guide to which the study followed. This theory advocates that learners read a text having prior knowledge, which assists them to interpret it better. This chosen theory is relevant to the study as the study seeks to understand why learners cannot read. Therefore the theory assisted in determining whether learners have the necessary prior knowledge of the text they read in the classroom. The main findings of the study has indicated that learners have challenges to reading. There are recommendations addressed to learners, parents, teachers and department of education. In conclusion, teachers assured to initiate reading programmes such as focused, independent and guided reading, with the hope to curb challenges towards reading. en_US
dc.format.extent xi, 149 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Reading en_US
dc.subject Barriers en_US
dc.subject Short stories en_US
dc.subject Native language en_US
dc.subject Target language en_US
dc.subject Schema Reading Theory en_US
dc.subject Communicative Approach en_US
dc.subject.lcsh Reading (Secondary) en_US
dc.subject.lcsh Reading Skills Competency Tests en_US
dc.subject.lcsh Reading -- Ability testing en_US
dc.title Exploration of challenges experienced by learners when reading short stories in a EFAL classroom en_US
dc.type Thesis en_US

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