The impact of the intensity of a contextualised phonics intervention on striving second grade readers
Type
Thesis
Authors
Category
ECCE, Foundation
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Publication Year
2015
Publisher
University of Cape Town, School of Education, Cape Town, South Africa
URL
[ private ]
Pages
126 p.
Subject
Early childhood education, Primary education, Foundation Phase, Learners, Literacy, Reading, Interventions, South Africa
Tags
Abstract
This small-scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology.
Description
Thesis (MEd)--University of Cape Town, 2015
Number of Copies
1
