The Sentence Method of Teaching Reading Writing in the Grade 1 Classroom

Masello Hellen Phajane

Abstract


A plethora of studies in South Africa examined the high dropout rate and repetition in the foundation phase schools in African schools. Little, if any, has examined teacher’s perspectives on the methods used for reading instruction at primary schools in these grades. This study is qualitative in nature and examined First Grade teachers’ methods used in teaching reading in Setswana using Sentence Method. The researcher collected data from 1 Foundation Phase School of Brits District. The sample was drawn from one Foundations Phase Schools; one teacher was observed and interviewed on the teaching of beginning reading. The findings indicated that the teacher felt differently about the use of different methods in teaching beginning reading. This study, recommends more collaboration between teachers and local circuit and district administrators when planning and delivering teaching approaches and workshops.

DOI: 10.5901/mjss.2014.v5n15p321


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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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