Leesgretigheid

GRETIGHEID OM TE LEES

Plaas jou kind op  pad na die wêreld van kennis en vaardigheid.

Dit blyk dat daar ‘n wankonsepsie onder ouers bestaan dat dit slegs die skool se taak is om kinders te leer lees. Die waarheid is egter dat die vaardigheid van lees, netsoos die vaardigheid van wiskunde, al voor geboorte begin ontwikkel. Die fetus begin al klanke onderskei wat ʼn voorwaarde is vir taalverwerwing. Netso herken hy die ritme waarmee sy ma stap/beweeg en dit weer, is ʼn voorloper vir wiskunde. Navorsers het bladsye vol geskryf en lesings gegee oor die waarde van die ouer se rol in die verwerwing van taal. Die woord “moedertaal” is vir geslagte lank gebruik om te wys op die betrokkenheid van die moeder by die taalverwewing van die kind.

In hierdie artikel word die belangrikheid van die ouers se aandeel bespreek om die fondasie te lê vir die kind se leesvermoë nl. “Leesgretigheid”. In Suid Afrika is die bewyse van swak skoolprestasie as gevolg van swak taalgebruik duidelik vir almal om te sien. Trouens, dit maak deel uit van die bose kringloop van die swak gehalte van onderwys in SA. Juis daarom is die insette van die ouers so noodsaaklik voor die kind skooltoe gaan. Die wêreld van geletterdheid gaan oop vir die kind wat gretig is om te lees en dit begin by die ouerhuis.

  1. Daar het ‘n artikel in die “Taalgenoot” (lente 2010) verskyn met die vraag as titel:

”Lui ouers?”

Hierin word die bewering gemaak: “Kos, klere en ‘n blyplek is die materiële dinge wat ‘n kind moet hê. Maar wat van blootstelling, opvoeding, respek? Daardie eienskappe wat aan ‘n kind karakter gee? Gee ouers genoeg aandag daaraan? In kort, kom volwassenes hul verantwoordelikhede teenoor kinders na?”

Die betrokkenheid van ouers is hoog op die prioriteitslys van opvoedkundige waardes wat nagestreef behoort te word. Die ouers is en bly die primêre opvoeders van hulle kinders en daarom kan geen skool die ouerlike taak in sy volheid by die ouers oorneem nie. Geen skool kan insette lewer so vroeg as die babadae en vroeër nie en veral nie by die verwerwing van taal nie.

2.Wat is dan die rol van taal in ‘n kind se leesvermoë?

  • Taal is die wyse waarop ‘n kind uitdrukking gee aan dit wat hy ervaar.
  • Deur taal gee die kind uiting aan sy idees en gedagtes.
  • ‘n Kind wat hom nie kan uitdruk nie, kan nie vrae van die onderwyser be-antwoord nie en nie aan klasgesprekke deelneem nie.
  • So ‘n kind het ook nie die vrymoedigheid om te vra as hy nie verstaan nie.
  • Die verwerwing van gesproke taal is noodsaaklik vir die verwerwing van lees.
  • Swak gesproke taal lei dus tot swak lees wat weer die kind se begrip van geskrewe werk in handboeke en dit wat op die bord staan, belemmer.
  • So ‘n kind kan ook nie homself in sy eie skryfwerk uitdruk nie.

 

Die verwerwing van taal kan onomwonde beskou word as die

                               belangrikste faktor in die kind se skoolloopbaan.

 

  1. Die belangrikheid van skrif.

Ouers wat verstaan waaruit vroeë geletterdheid bestaan, sal ook verstaan waarom dit belangrik is om soveel moontlik geskrewe woorde in die huis te gebruik. (Word “Sigwoorde” genoem)

  • Die woorde op die mure, op die tematafel en by die toilet, is almal daarop gemik om aan die kind ‘n ryk omgewing van geskrewe taal te bied. Dis ook waarom daar gebruik gemaak word van duidelike prente en foto’s met woorde daar langsaan.
  • Net soos in die artikel aangedui, bring ons die insig na die kind toe dat woorde wat ons praat en woorde wat ons skryf in verband staan met mekaar.
  • Rig ‘n hoekie in waarin ‘n rakkie pas en pak boeke daarin. Sorg vir ‘n matjie/kombers waarop lekker gelê kan word en ‘n kussing of twee.
  • Storietyd moet deel wees van die slaaptyd-roetine. Sit so dat lyflike kontak moontlik is.
  • Gesprekvoering aan tafel is waar kinders leer om sinvol te gesels.
  • Om te deel in ‘n taak waarmee Pa of ma besig is, is waar kennis en ervaring oorgedra word.
  • Rytyd in die kar is nie bakleityd nie maar ‘n tyd om oor die omgewing, die padreéls en vervoer te gesels.
  • ‘n TV-program wat saam gekyk word, gee geleentheid om agterna die norme, gewoontes en taal van die karakters te bespreek.

Kinders behoort vroeë gelettertheidsonderrig te ontvang lank voordat hulle skool toe gaan. Hierdie vroeë gelettertheidsonderrig het niks te doene met formele onderrig nie. Dis ‘n verwysing na die vaardighede en ingesteldheid wat die kind behoort te bereik voordat formele onderrrig ‘n aanvang neem. Dis waar LEESGRETIGHEID sy aanvang het.

  1. Why is the acquisition of language and particularly the ability to read so important?
  • Language is the medium through which a child gives expression of it’s experiences.
  • Through language a child utters its ideas and thoughts.
  • A child who cannot express itself, cannot answer questions of the teacher and cannot participate confidently in class conversation.
  • Such a child does not have the frankness to ask what it does not understand.
  • The acquisition of spoken language is essential for the acquisition of reading.
  • Consequently, poor spoken language leads to poor reading which again leads to hampering understanding of textbooks and written work on the board.
  • Such a child will also not be able to express itself in writing.

 

Without a doubt the acquisition of language can be seen as the most important factor in a child’s school career.

 

  1. What is your role as parent in your child’s acquisition of language?

Children should receive early literacy instruction long before they go to school.  This early literacy instruction has nothing to do with formal instruction.  It indicates the knowledge, skills and dispositions a child should gain before attempting formal reading.This is where EAGERNESS TO READ actually starts.

An article published in “Learning Years” of the Association for the Education and Care of Young Children (AECYC) stresses the point that literacy does not start in the primary school when children learn to read formally.

The authors emphasize that children’s heads (cognition) as well as their hearts (motivation) should be included in early literacy instruction.

 

“Young children’s grasp of print as a tool for making meaning and as a way to communicate combine both oral and written language.  Children draw and scribble and “read” their marks by attributing meaning to them through their talk and action.  They listen to stories read aloud and learn how to orient their bodies and minds to the technicalities of books and print.  When adults say, “Here, help me hold the book and turn the pages,” they teach children basic conventions of book handling and the left-to-right, top-to-bottom orientation of English.  When they guide children’s small hands and eyes to printed words on the page, they show them that this is the source of the reading and that the marks have meaning.  When they explain, “This says ‘goldfish’.  Do you remember our goldfish?  We named it ‘Baby Flipper’… they help children understand the connection between printed words, speech and real experience.

“Children’s early reading and writing learning, in other words, is embedded in a larger developing system of oral communication.  Early literacy is an emerging set of relationships between reading and writing.  These relationships are situated in a broader communication network of speaking and listening, whose components work together to help the learner negotiate the world and make sense of experiences.”

 

 

Daar word dikwels gevra watter metode is die beste om ‘n kind te leer lees.

Dit gaan daarom of ‘n kind behoort te klank (phonics) of deur middel van woordherkenning (whole language) te leer lees.

Die antwoord is geleë daarin dat die kombinasie van klanke (foneme) en woordherkenning blyk die beste te werk.

 

 

6.The question often asked by parents about what method is the best to teach a child to learn to read. Is it through learning to sound the letters (phonics), or by recognizing words (whole language)

The answer lies in combining phonics with whole language reading.

 

 

  • “[The Whole language approach] is different in both theory and practice from the traditional basal [direct instruction] approach. Because it is child-centered rather than teacher dominated, curriculum activities arise from children’s current interests, needs, and developmental levels.
  • Making connections is emphasized, and it is through meaningful integrated themes that students acquire knowledge and skills.”…….
  • “Current knowledge concludes that to learn, primary children benefit from both specific phonics instruction and a rich background in literature…
  • This approach blends early phonics instruction in the teaching of reading while at the same time stressing the importance of balance.”
  1. The method of phonics and whole language reading.
  • Developing children’s speaking and listening proficiencies through the use of conversation, descriptive language, oral feedback, and meaningful comprehension activities. [*your child needs your attention.]
  • Helping children hear phonemes (language sounds) through oral language activities such as rhyming, initial consonant substitution, [*replacing letter sounds with other letter sounds] and the use   of alliteration [*repeating sounds] in jungles and language play.
  • Providing many opportunities for children to make the connection between spoken and written language. [*give explanations of newspaper headings and shop signs.]
  • Emphasizing children’s own language in beginning reading activities. [*giving recognition for their own efforts.]
  • Filling the environment with printed words and phrases, so children become familiar with meaningful print.
  • Highlighting the language used in beginning reading instructions; for example, use the terms ‘letter’, ‘sound’, ‘word’, and ‘sentence’.” [*play games by stringing letters to make words and words to make sentences.]* [my explanation.]

 

Beginnings and Beyond; 2008 Ann Miles Gordon and Kathryn Williams Browne.

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