I declare that this dissertation, "The Impact of Reading Disability on the Academic Achievement of the Elementary School Student/Child," represents my own work and that all sources I have used or cited are indicated and acknowledged by full references. . The library staff of the University of Zululand and UNISA (Durban) for their assistance in obtaining the books and journals required for the research. Principals and staff of all primary school educators who sacrificed their time in completing the questionnaire.
SUMMARY
INTRODUCTION
Engelbrecht, Kriegler and Booysen say that students with reading difficulties are unable to interact with others through one of the most pervasive media, print. These students are excluded from making use of some of the most important information and enjoyment resources available. They cannot make proper use of the material available in the libraries for informational and recreational purposes.
ANALYSIS OF A PROBLEM
The employment opportunities of elementary school students with reading disabilities who drop out of school are reduced (Ricket, List & Lerner; 1983:4). When students with reading difficulties are labeled as low-achieving readers, it is difficult for them to maintain a positive self-image. In general, elementary school students with reading problems have behavioral problems, they have a low frustration threshold.
STATEMENT OF THE PROBLEM
DEFINITION OF TERMS
- Dyslexia
- Reading
- Impact
- Academic
- School
- Gender
According to the Oxford Advanced Learners Dictionary, impact is the powerful effect that something has on something. According to the Oxford Advanced Learners Dictionary (2004:5), academic is linked to education, especially studying in schools and universities. Piet and Mahlangu (1990: 47) define school as a formal institution of instruction or preparation for adult life that transmits culture to the next generation.
THE AIM OF THIS STUDY
RESEARCH METHODOLOGY
VALUE OF THE RESEARCH
CONCLUSION
INTRODUCTION
SYMPTOMS OF READING DISABILITY
Often the parents discover that their methods of controlling the child's behavior and reducing experiences of failure are not effective. Sometimes the symptoms can be completely eliminated if they are not too severe and appropriate learning experiences and support are provided. As the child's self-image improves from increasingly successful experiences, the adult's perception of the child may also improve.
CHARACTERISTICS OFCHILDREN WITH A READING DISABILITY
The student with reading disabilities can be helped to develop skills and behavior patterns through structure, boundaries and consistency, prescriptive learning experiences and an accepting and supportive environment, positive role models and coordinated efforts by parents and different professionals.
THE PROBLEMS THE READING DISABLED LEARNER MAY ENCOUNTER IN THE CLASSROOM
- Prejudice
- Instruction
- Materials [reading materials]
- The grouping of learners
- Stigmatisation
- Humiliation
- Uninterested parties
- Classroom size
- Pressure
- Teaching material
- Preparation
- Testing
- Pressure from parents
Some of the problems that the dyslexic elementary school student has arise at home. There is the problem of the absence of school-based support teams in our schools. Even when they are there, they are not capable of dealing with the problems of the reading disabled and the Department of Education is not remarkably supportive in this regard.
THE IMPACT READING DYSLEXIA HAS ON THE PRIMARY SCHOOL LEARNER
- The learner
- Parents
- Educators
They may take out their anger on the dyslexic learner or sometimes they may have self-blame because they see themselves as the cause of the problem. Some parents may show favoritism to children who do not have reading difficulties, further frustrating the dyslexic learner. They do not support the learner and some parents are reluctant to come to the school meetings.
Educators just move the reading disabled student to the next grade level without bothering to support. Another problem is caused by the redeployment policy whereby, due to an increase or decrease in enrollment, educators are sent from pillar to post. The movement of educators towards the PP model (Post Provisioning Model) creates insecurity and stress in educators, and they do not have the motivation to help the learner with reading problems, as educators are busy licking their own wounds.
Outcome Based Education (OBE) has come with its own anxieties, as the educators have to adapt to change and teach something they themselves do not understand. OBE comes with a lot of recording (paperwork) and there is little time and energy for the educators to help the child with reading problems. Education White Paper 6 (DoE, 2001:13) states that the special schools must be transformed into resource centres.
In areas where they have special schools, they are few and far between to provide effective support.
CONCLUSION
INTRODUCTION
PREPARATION AND DESIGN OF THE RESEARCH
- Selection of respondents
- Sampling
THE RESEARCH INSTRUMENT
- The questionnaire as a research instrument
- Construction of the questionnaire
- Characteristics of a good questionnaire
- Advantages and disadvantages of the questionnaire
- Advantages of the written questionnaire
- Disadvantages of the written questionnaire
- Validity and reliability of the questionnaire
- Validity of the questionnaire
- Reliability of the questionnaire
During the creation and design of the questionnaire, the researcher consulted and sought advice from experts and colleagues (Van den Aardweg and Van den Aardweg, 1990:198). He claims that the questionnaire should be as short as possible, so that answering it requires the least amount of time from the respondent. One of the advantages of using a questionnaire is that all respondents receive the same set of questions, formulated in exactly the same way.
Questions that require considered responses rather than immediate responses may allow respondents to consult documents in the case of the postal questionnaire approach. By using the questionnaire approach, the problems associated with interviews can be avoided. Split-half reliability By correlating the results obtained from two halves of the same measuring instrument, the split-half reliability can be calculated.
When the questionnaire is an empirical research instrument used, there is no specific method, for example the "test-retest" method, to determine the reliability of the questionnaire. Therefore, it will be difficult to determine to what extent the responses of the respondents are reliable. Honesty in answering the questions was made possible by the anonymity of the questionnaire.
In the coding of the questions, it was clear that questionnaires were completed with the necessary dedication.
PILOT STUDY
This shows the reliability of the result on both occasions. The number of participants in a pilot study or group is usually smaller than the number of participants who will take part in the final study. The participants of the pilot study and the sample for the final study must be drawn from the same target group.
It provides the researcher with ideas, approaches and clues foreseen prior to the pilot study. It allowed a preliminary test of the hypothesis leading to more precise hypothesis testing in the main study. It enabled a thorough check of the planned statistical and analytical procedures, which enabled an assessment of their adequacy for processing the data.
It significantly reduced the number of treatment errors, as unforeseen issues revealed in the pilot study resulted in a rescheduling of the main study. Feedback from other stakeholders enabled major improvements in the main study. In the pilot study, the researcher experimented with a number of alternative measures and selected only those measures that yielded the best results for the final study.
By using the pilot study as a "pre-test", the researcher was satisfied that the questions that were asked sufficiently met the requirements of the study.
ADMINISTRATION OF THE QUESTIONNAIRE
For this study, the researcher conducted a pilot at his school with teachers. It saved the researcher a lot of time and money on aspects of research that would have been unnecessary.
DATA PROCESSING
- Descriptive statistics
- Application of data
CONCLUSION
INTRODUCTION
DESCRIPTIVE STATISTICS
- Gender of Respondents
- The age of respondents
- Academic qualifications of respondents
- Years in the teaching profession
- The post level of respondents
- The type of post
- Area of the school
- Average number of learners in class
- Workshop attendance
- School based support team
- Inclusion policy
- English reading
- English writing
- Spoken English
- Learners experiencing reading problems display disruptive behaviour in class
- Assistance provided by parents
- Library visits
- District Support Team (DST)
- Reading level of learners
- Learners who are unable to read
- Bridging classes for learners
- Language development stimulation
- Adaptation of curriculum
- Formal reading
- Participation in classroom activities
- Assistance educators provide learners with reading problems
- The teaching of phonetics as part of intervention
Zaaiman acknowledges that the majority of South Africa's teaching staff is made up of female teachers. According to Table 2, almost half (48%) of respondents in the survey sample are 40 years old or younger, meaning they have more to offer in terms of energy and productivity. In the research sample (40%), respondents have academic and professional education, which many consider more qualified for the teaching profession.
According to the findings in Table 5, the majority of respondents (64%) in the research sample are at a higher level and are therefore involved in the practical approach. The fact that most of the respondents are permanent is good for the educator and the school. The majority of respondents (60%) in the survey sample indicated that their schools did not have an inclusion policy.
The majority (96%) of respondents in the survey sample said their spoken English is good. According to Table 19, the largest percentage (36%) of respondents reported being aware of between 10 and 14 students in their class who cannot read. Most respondents (68%) in the research sample indicated that they stimulate language development (Table 21).
More than ninety percent (94%) of respondents said they incorporate formal reading into their teaching.
No Response 1 – Yes
- Extrinsic motivation
- Positive self esteem
- Intervention workshops
- Absenteeism
- Repetition of grades
- Respondents’ comments regarding reading problems experienced by learners
- SUMMARY
- INTRODUCTION
- SUMMARY
- Statement of problem
- Literature review on reading disability
- Research design
- Presentation and analysis of research data
- Aim of the study
- FINDINGS FROM THE EMPIRICAL RESEARCH
- RECOMMENDATIONS
- Remedial approaches
- The reading material
- Multi-sensory approaches
- SUPPORT FOR EDUCATORS
- The Department of Education
- Parental involvement
- Further Research
- FINAL REMARKS
Most respondents (68%) said that students with reading difficulties are not absent from school (Table 28). Essentially, this study examined the impact of reading difficulties on the academic performance of the primary school student. Chapter two dealt with a literature review on the impact of reading difficulties on primary school students' academic performance.
The research findings show that 72% of the respondents have never attended a workshop on reading disability (cf. 4:11). It goes without saying that most of the educators do not have knowledge and structures in place that can help them when they are confronted by learners with reading problems. Learners with reading difficulties appear to be less participatory in the classroom, as indicated by the majority (80%) of the respondents who say that learners with reading disabilities are rather passive learners.
40% of respondents agreed that students with reading difficulties tend to exhibit disruptive behavior in class. There is a lack of reading material for students because 80% of the rural areas in the survey sample do not have libraries. The disabled reader is placed slightly in front of the teacher, while the teacher and the student hold the book together.
There should be an ongoing dialogue between parents and the school to inform them of the student's progress. From the research sample it is evident that most of the nations physical and human resources are wasted as many children with reading disabilities do not reach their full potential. Present a duplicate of 1 of the objects and ask the child to retrieve a similar object.
