Factors affecting the learners’ reading culture in English First Additional Language at Grade 5. A case of three primary schools in the Cookhouse and Somerset East area.
| dc.contributor.advisor | Linake, M A | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Snyers, Jonathan Marsel | en |
| dc.date.accessioned | 2026-08-19T00:43:28Z | |
| dc.date.available | 2026-08-19T00:43:28Z | |
| dc.date.issued | 2019 | en |
| dc.description.abstract | This study investigated the factors affecting the learners’ reading culture in English First Additional Language at grade 5 level in the Cookhouse and Somerset area. The sample consisted of 3 teachers, 3 principals, 18 learners and 3 SGB chairpersons from three different schools. The study focused on three primary schools in the Blue Crane District, which were selected through a purposive sampling technique. Qualitative research was chosen as the research method with a case study as the research design. Data collection instruments consisted of unstandardized in-depth interviews, focus group discussions and documents. Interviews were conducted with the teachers, principals and the chairpersons of the respective schools. The focus group discussions were conducted with learners. In this study, the researcher has analysed data systematically whereby he built through recording procedures during interviews and focus group discussions. The findings highlighted factors, which cause learners’ reading problems. The factors include various physical factors, emotional factors, and little attention to reading skills, lack of motivation, insufficient reading time and material. Educators were of the view that repeated curriculum changes within a short period of time without proper training of educators has an effect on learners’ reading performance. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves in because there was a strong relationship between socio-economic factors and reading ability. On that account, the implication is that reading will not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components. | en |
| dc.format | 183 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Snyers, Jonathan Marsel. 2019 | en |
| dc.identifier.other | vital:40711 | en |
| dc.identifier.other | http://hdl.handle.net/10353/16342 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4870 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Books and reading English language -- Rhetoric | en |
| dc.subject | LCSH | en |
| dc.subject | Books and reading | en |
| dc.subject | English language -- Rhetoric | en |
| dc.title | Factors affecting the learners’ reading culture in English First Additional Language at Grade 5. A case of three primary schools in the Cookhouse and Somerset East area. | en |
| dc.title.alternative | Factors affecting the learners’ reading culture in English First Additional Language at Grade 5. A case of three primary schools in the Cookhouse and Somerset East area. | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | MEd | en |