Journal for Language Teaching

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Die invloed van die herkenning van hoëfrekwensiewoorde op die leesvaardighede van Graad 2-leerders in die Grondslagfase

C Uys, C Nel


It is of utmost importance for learners to master language in order to learn effectively at school. Many learners are initially taught in school to read and write. Learners should later be able to use acquired reading skills to learn, and acquired writing skills must be applied to reproduce that which has been learnt. If learners do not master the foregoing skills, their progress at school will be seriously handicapped. In spite of the implementation of the National Curriculum Statement Grade R-9 (Schools) and Grade 10-12 (Schools) as well as the Foundations for Learning-campaign, illiteracy is still a serious problem in South Africa. Because the basis of all reading and writing skills are laid in the Foundation Phase, it is necessary for drastic steps to be taken to ensure that learners will be able to read with comprehension in their first years at school. This research is aimed at proving the significant relationship between high frequency words and reading skills (measured by word recognition and reading comprehension) and also to prove that the teaching of high frequency words can lead to the improvement of the above mentioned reading skills. The gathering/collection of data is characterised by the use of standardised tests. In addition, use was made of descriptive statistics; Pearson’s product moment correlations and Cohen’s r-values; t-tests and Cohen’s d-values; as well as one sample t-tests to analyse and interpret data.

Keywords: sight-words, high frequency words, reading skills, Dolch words, foundation phase, fluency, reading comprehension, kindergarten

Sleutelbegrippe: sigwoorde, hoëfrekwensiewoorde, leesvaardighede, Dolch woorde, grondslagfase, leesvlotheid, leesbegrip, kindergarten

The article is in Afrikaans.
AJOL African Journals Online