Document Type Master's Dissertation Author Jordaan, Vasti URN etd-09262012-181056 Document Title Visualisering as tegniek vir die verbetering van leesbegrip in die intermediÍre fase by leerders wat leergestrem en milieubenadeeld is (Afrikaans) Degree MEd Department Educational Psychology Supervisor
Advisor Name Title Prof A C Bouwer Supervisor Keywords
- mental/internal picture
- cognitive skill
- reading comprehension aid technique
- intermediate phase
- visualization technique
- reading comprehension
- learning disabilities
- environmentally deprived
Date 2000-04-08 Availability unrestricted AbstractLearning disability affects many learners in South Africa and its impact is exacerbated by environmental disadvantage. In a fast changing educational system within a framework of Outcomes-Based Education, where inclusion of learners from various cultures who face a wide variety of barriers to learning is a reality, the need for more accommodating teaching aids and techniques is pressing. Reading comprehension skills influence most aspects of school work, cognitively, emotionally and socially, and therefore learning support strategies to address reading difficulty are especially important.
This research focused on visualization as a metacognitive reading comprehension technique for learning support to intermediate level learners with learning disabilities who suffer environmental deprivation. The aim was to help learners to develop and utilise their cognitive skills when reading by forming a mental picture of the text that is being read. Internalization and generalization of this technique was targeted. The communicative meaning of text, rather than fluent word recognition, was emphasized.
Manifestations of learning disability, environmental deprivation, problems in reading comprehension and visualization as a "whole brain" approach to reading development were reviewed in the literature. In collaboration with a multicultural school for learners with epilepsy and learning disabilities, the visualization technique was formatively refined during ten sessions of practical implementation. Qualitative and quantitative techniques were used to assess behaviour and performance per learner. Clinical assessments verified the findings of the case studies.
© 2000 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
Please cite as follows:
Jordaan, V 2000, Visualisering as tegniek vir die verbetering van leesbegrip in die intermediÍre fase by leerders wat leergestrem en milieubenadeeld is, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-09262012-181056/ >
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