Introducing Beginning Reading Using Phonics Approach

Masello Hellen Phajane

Abstract


In order for sound reading competence to be established in South African schools, it is essential to understand the facts that hinder the development of reading skills and avoid or minimize them where possible, at the same time nurturing those factors that promote skilled reading literacy, Kuhn & Stahl (2003:3-21). The paper therefore, focused on the teaching of beginning reading Sepedi in the Grade 1 classrooms using the phonics approach. This is a case study that was conducted at Keletso Primary School at Ramogodi village, situated in the North West Province of South Africa. Qualitative research was employed in this study. Purposive sampling was also used as an approach of sample selection. Based on the data collected, it is important to recognize that the goals of phonics approaches are to provide children with key knowledge and skills and to ensure that they know how to apply that knowledge in their reading and writing.

DOI: 10.5901/mjss.2014.v5n10p477


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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