A psycholinguistic investigation of orthographic neighbourhood effects in reading and spelling in isiXhosa
- Authors: Cox, Paige Samantha
- Date: 2022-10-14
- Subjects: Literacy , Xhosa language Orthography and spelling , Psycholinguistics , Word recognition , Reading , Orthographic neighbourhood effects
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/404916 , vital:70121
- Description: Despite increased research interest in recent years in the metalinguistic skills underpinning reading in the Southern Bantu languages, little work has been done on the underlying microlinguistic layer. This refers to the actual mechanical underpinnings of linguistic skills; zooming in on micro-language structures so as to explicate our understanding of how reading works. One such microlinguistic phenomenon is the effect of orthographic neighbours on reading and writing. Research has found predominantly faciliatory neighbourhood effects for English word reading (Andrews, 1997; Siakaluk, Sears & Lupker, 2002; Yarkoni, Balota & Yap, 2008). Specifically, words with more orthographic neighbours have faster response times in lexical decision and naming tasks. However, in languages such as Spanish and French, inhibitory neighbourhood effects are reported (Grainger & Jacobs, 1996; Carreiras, Perea & Grainger, 1997). These findings highlight the language-specific nature of orthographic neighbourhood effects (Andrews, 1997), and the necessity for language- specific investigations of these effects. This thesis investigates the linguistic properties of orthographic neighbours in isiXhosa, thereby developing a database of orthographic neighbourhoods in isiXhosa. Further, this research explores the interaction between orthographic neighbourhood density and neighbourhood frequency with three literacy skills: lexical decision response time, word reading accuracy, and spelling accuracy. Data were collected from 97 isiXhosa grade three learners from five schools in KwaNobuhle Township in the Eastern Cape. A corpus of 170 000 tokens of isiXhosa words (Rees & Randera, 2017) was used to compile a database of orthographic neighbourhoods for 30 real, and 30 pseudowords which ranged in orthographic neighbourhood density and neighbourhood frequency, whilst controlling for word length and word frequency. Using this database, lexical decision, word reading, and spelling tasks were designed and administered to the participants. Findings indicate a significant inhibitory effect of orthographic neighbourhood frequency on spelling accuracy. Words with high neighbourhood frequencies are more likely to be spelt incorrectly. There was no observed effect of orthographic neighbourhoods on lexical decision response time and word reading accuracy. These results are interpreted within connectionist and search models of orthographic processing. Specifically, the findings indicate a partial reliance on lexical processing strategies when spelling. That is, orthographic neighbours compete for lexical access when spelling. Education practitioners may wish to present learners with lists of orthographic neighbours when introducing novel words so as to make explicit the fine grain differences between words in the language. This also means that future research will need to develop a larger repository of orthographic neighbours in isiXhosa that can be made available for pedagogical purposes. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2022-10-14
- Authors: Cox, Paige Samantha
- Date: 2022-10-14
- Subjects: Literacy , Xhosa language Orthography and spelling , Psycholinguistics , Word recognition , Reading , Orthographic neighbourhood effects
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/404916 , vital:70121
- Description: Despite increased research interest in recent years in the metalinguistic skills underpinning reading in the Southern Bantu languages, little work has been done on the underlying microlinguistic layer. This refers to the actual mechanical underpinnings of linguistic skills; zooming in on micro-language structures so as to explicate our understanding of how reading works. One such microlinguistic phenomenon is the effect of orthographic neighbours on reading and writing. Research has found predominantly faciliatory neighbourhood effects for English word reading (Andrews, 1997; Siakaluk, Sears & Lupker, 2002; Yarkoni, Balota & Yap, 2008). Specifically, words with more orthographic neighbours have faster response times in lexical decision and naming tasks. However, in languages such as Spanish and French, inhibitory neighbourhood effects are reported (Grainger & Jacobs, 1996; Carreiras, Perea & Grainger, 1997). These findings highlight the language-specific nature of orthographic neighbourhood effects (Andrews, 1997), and the necessity for language- specific investigations of these effects. This thesis investigates the linguistic properties of orthographic neighbours in isiXhosa, thereby developing a database of orthographic neighbourhoods in isiXhosa. Further, this research explores the interaction between orthographic neighbourhood density and neighbourhood frequency with three literacy skills: lexical decision response time, word reading accuracy, and spelling accuracy. Data were collected from 97 isiXhosa grade three learners from five schools in KwaNobuhle Township in the Eastern Cape. A corpus of 170 000 tokens of isiXhosa words (Rees & Randera, 2017) was used to compile a database of orthographic neighbourhoods for 30 real, and 30 pseudowords which ranged in orthographic neighbourhood density and neighbourhood frequency, whilst controlling for word length and word frequency. Using this database, lexical decision, word reading, and spelling tasks were designed and administered to the participants. Findings indicate a significant inhibitory effect of orthographic neighbourhood frequency on spelling accuracy. Words with high neighbourhood frequencies are more likely to be spelt incorrectly. There was no observed effect of orthographic neighbourhoods on lexical decision response time and word reading accuracy. These results are interpreted within connectionist and search models of orthographic processing. Specifically, the findings indicate a partial reliance on lexical processing strategies when spelling. That is, orthographic neighbours compete for lexical access when spelling. Education practitioners may wish to present learners with lists of orthographic neighbours when introducing novel words so as to make explicit the fine grain differences between words in the language. This also means that future research will need to develop a larger repository of orthographic neighbours in isiXhosa that can be made available for pedagogical purposes. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2022-10-14
Emergent literacy skills in isiXhosa in selected Early Childhood Development Centres in the Mthatha District
- Authors: Mpondwana, Gloria Nonzukiso
- Date: 2022-06
- Subjects: Literacy , Child development , Language arts (Early childhood)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27864 , vital:70233
- Description: The study sought to establish how ECD practitioners understood emergent literacy skills in young children, examine how practitioners engage young learners in promoting emergent literacy skills in isiXhosa, document and analyse materials practitioners use to promote emergent literacy skills in young learners, and examine challenges practitioners come across in promoting emergent literacy skills. The study used the interpretivist research paradigm, which seeks a holistic understanding of an issue under investigation. A qualitative research approach was followed, and a case study design was utilised. Six purposefully selected ECD centres in the Mthatha urban district of the Eastern Cape province were studied. Six ECD practitioners, one from each of the selected centres, participated in the study. An in-depth individual interview was carried out with each of the ECD practitioners. Follow-up interviews were made to clarify issues that emanated from the initial interviews. The study found that the practitioners had different ways of how they understood the concept of emergent literacy. The practitioners emphasised the development of four language skills namely reading, writing, speaking, and listening in their understanding of emergent literacy. The study further found that the practitioners also included in their understanding of emergent literacy skills, the importance of dealing with sounds in the isiXhosa language. The study revealed several ways in which the practitioners engaged young learners in promoting emergent literacy skills in IsiXhosa. The storytelling approach was utilised by the practitioners as they used IsiXhosa stories and folktales in class. Picture books and posters were used by the practitioners to assist in developing emergent literacy skills. It was also found that the practitioners engaged the young children using songs and games in developing emergent literacy skills. Drama and role-play were also used to engage the children in promoting emergent literacy skills. The practitioners also made use of different materials to engage the children in the promotion of early literacy skills. They used storybooks, colouring and painting, as well as cartoons. There were many challenges that the practitioners encountered in the promotion of emergent literacy skills in young children, and these ranged from the use of ineffective teaching and learning approaches to the lack of professional development support for the practitioners. The study concludes that the understanding of emergent literacy as a concept varied from ECD practitioner to practitioner. While other practitioners appeared to have a broad and clear understanding of the concept others had a limited one. The promotion of emergent literacy skills varied but there were attempts to utilise different approaches and materials. There were also numerous challenges associated with the promotion of emergent literacy skills in isiXhosa. The study recommends the inclusion of emergent skills development in ECD practitioners' training and professional development programmes. Support programmes should be put in place to assist the ECD practitioners. More appropriate materials should be developed in the isiXhosa language for use in promoting emergent literacy skills. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Mpondwana, Gloria Nonzukiso
- Date: 2022-06
- Subjects: Literacy , Child development , Language arts (Early childhood)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27864 , vital:70233
- Description: The study sought to establish how ECD practitioners understood emergent literacy skills in young children, examine how practitioners engage young learners in promoting emergent literacy skills in isiXhosa, document and analyse materials practitioners use to promote emergent literacy skills in young learners, and examine challenges practitioners come across in promoting emergent literacy skills. The study used the interpretivist research paradigm, which seeks a holistic understanding of an issue under investigation. A qualitative research approach was followed, and a case study design was utilised. Six purposefully selected ECD centres in the Mthatha urban district of the Eastern Cape province were studied. Six ECD practitioners, one from each of the selected centres, participated in the study. An in-depth individual interview was carried out with each of the ECD practitioners. Follow-up interviews were made to clarify issues that emanated from the initial interviews. The study found that the practitioners had different ways of how they understood the concept of emergent literacy. The practitioners emphasised the development of four language skills namely reading, writing, speaking, and listening in their understanding of emergent literacy. The study further found that the practitioners also included in their understanding of emergent literacy skills, the importance of dealing with sounds in the isiXhosa language. The study revealed several ways in which the practitioners engaged young learners in promoting emergent literacy skills in IsiXhosa. The storytelling approach was utilised by the practitioners as they used IsiXhosa stories and folktales in class. Picture books and posters were used by the practitioners to assist in developing emergent literacy skills. It was also found that the practitioners engaged the young children using songs and games in developing emergent literacy skills. Drama and role-play were also used to engage the children in promoting emergent literacy skills. The practitioners also made use of different materials to engage the children in the promotion of early literacy skills. They used storybooks, colouring and painting, as well as cartoons. There were many challenges that the practitioners encountered in the promotion of emergent literacy skills in young children, and these ranged from the use of ineffective teaching and learning approaches to the lack of professional development support for the practitioners. The study concludes that the understanding of emergent literacy as a concept varied from ECD practitioner to practitioner. While other practitioners appeared to have a broad and clear understanding of the concept others had a limited one. The promotion of emergent literacy skills varied but there were attempts to utilise different approaches and materials. There were also numerous challenges associated with the promotion of emergent literacy skills in isiXhosa. The study recommends the inclusion of emergent skills development in ECD practitioners' training and professional development programmes. Support programmes should be put in place to assist the ECD practitioners. More appropriate materials should be developed in the isiXhosa language for use in promoting emergent literacy skills. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
A reading based theory of teaching appropriate for the South African context
- Authors: Childs, Margaret Mary
- Date: 2008
- Subjects: Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9485 , http://hdl.handle.net/10948/687 , Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Description: The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system.
- Full Text:
- Date Issued: 2008
- Authors: Childs, Margaret Mary
- Date: 2008
- Subjects: Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9485 , http://hdl.handle.net/10948/687 , Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Description: The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system.
- Full Text:
- Date Issued: 2008
Applicability of a health literacy test from the U.S. in a South African population
- Lecoko, Motlalepule Lebogang Elizabeth
- Authors: Lecoko, Motlalepule Lebogang Elizabeth
- Date: 2001 , 2013-04-29
- Subjects: Literacy , Literacy -- South Africa , Literacy -- Ability testing , Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3824 , http://hdl.handle.net/10962/d1005931 , Literacy , Literacy -- South Africa , Literacy -- Ability testing , Reading -- Ability testing
- Description: This thesis investigates the suitability and applicability of a health literacy test from the U.S. in a black, Xhosa-speaking, South African population. The concept of literacy is a controversial one which has been much debated, as it is not easy to classifY people as simply either literate or illiterate. As a result there are a number of definitions of literacy that vary with purpose and culture, but the most common one is that a person is literate if he/she can read and write. Estimating literacy from years of schooling is an inexpensive method but is also unreliable, since people generally read 3 to 5 grades below their stated educational level. This method affords little insight into the ability of patients to adequately function in a health care enviromnent, an ability which is referred to as functional health literacy. A number of health literacy tests such as the REALM (Rapid Estimate of Adult Literacy in Medicine) test have been developed to assess this skill. The REALM test is a word recognition test which places people into a relevant grade range estimate according to the number of words pronounced correctly. It appears to assume understanding of the word if the person is able to read that word correctly. In this project 125 black Xhosa-speaking respondents of varying educational levels who were literate in English were interviewed with the aid of an interpreter. Comprehensive demographic data were collected. Respondents were first asked to read all 66 words aloud during which time pronunciation was checked, and thereafter they were asked to explain each word. It was found that the ability to automatically decode and read the words did not necessarily guarantee comprehension of these words. Many of the words proved to be unfamiliar to the majority of the Xhosa respondents who were able to pronounce them correctly, but could not explain them. These tended to be phonetically transparent words which were therefore more accessible to the unfamiliar reader. This research has proven to be of great value in helping identify such words which should be substituted with simpler words for use in health information materials. A number of words could neither be pronounced nor understood by the population majority and, interestingly, a small group of words could not be pronounced but were satisfactorily explained by some respondents. The results showed an extremely poor correlation between the stated educational level and the REALM grade range estimate. This emphasizes the inappropriateness of years of formal schooling as an indicator of functional health literacy. The criteria were established for deciding cases in which the REALM test could be applied (or succeeds) and when it is inapplicable (or fails). It was found to be inapplicable in 41% of cases which clearly indicates that, in its current form, it is not a valid, reliable test to use in determining health literacy in this English second language population. It can, however, be used as a basis fur the development of a more appropriate test. Recommendations for future research direction are presented and an alternative structure for a health literacy test is suggested. , KMBT_363 , Adobe Acrobat 9.53 Paper Capture Plug-in
- Full Text:
- Date Issued: 2001
- Authors: Lecoko, Motlalepule Lebogang Elizabeth
- Date: 2001 , 2013-04-29
- Subjects: Literacy , Literacy -- South Africa , Literacy -- Ability testing , Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3824 , http://hdl.handle.net/10962/d1005931 , Literacy , Literacy -- South Africa , Literacy -- Ability testing , Reading -- Ability testing
- Description: This thesis investigates the suitability and applicability of a health literacy test from the U.S. in a black, Xhosa-speaking, South African population. The concept of literacy is a controversial one which has been much debated, as it is not easy to classifY people as simply either literate or illiterate. As a result there are a number of definitions of literacy that vary with purpose and culture, but the most common one is that a person is literate if he/she can read and write. Estimating literacy from years of schooling is an inexpensive method but is also unreliable, since people generally read 3 to 5 grades below their stated educational level. This method affords little insight into the ability of patients to adequately function in a health care enviromnent, an ability which is referred to as functional health literacy. A number of health literacy tests such as the REALM (Rapid Estimate of Adult Literacy in Medicine) test have been developed to assess this skill. The REALM test is a word recognition test which places people into a relevant grade range estimate according to the number of words pronounced correctly. It appears to assume understanding of the word if the person is able to read that word correctly. In this project 125 black Xhosa-speaking respondents of varying educational levels who were literate in English were interviewed with the aid of an interpreter. Comprehensive demographic data were collected. Respondents were first asked to read all 66 words aloud during which time pronunciation was checked, and thereafter they were asked to explain each word. It was found that the ability to automatically decode and read the words did not necessarily guarantee comprehension of these words. Many of the words proved to be unfamiliar to the majority of the Xhosa respondents who were able to pronounce them correctly, but could not explain them. These tended to be phonetically transparent words which were therefore more accessible to the unfamiliar reader. This research has proven to be of great value in helping identify such words which should be substituted with simpler words for use in health information materials. A number of words could neither be pronounced nor understood by the population majority and, interestingly, a small group of words could not be pronounced but were satisfactorily explained by some respondents. The results showed an extremely poor correlation between the stated educational level and the REALM grade range estimate. This emphasizes the inappropriateness of years of formal schooling as an indicator of functional health literacy. The criteria were established for deciding cases in which the REALM test could be applied (or succeeds) and when it is inapplicable (or fails). It was found to be inapplicable in 41% of cases which clearly indicates that, in its current form, it is not a valid, reliable test to use in determining health literacy in this English second language population. It can, however, be used as a basis fur the development of a more appropriate test. Recommendations for future research direction are presented and an alternative structure for a health literacy test is suggested. , KMBT_363 , Adobe Acrobat 9.53 Paper Capture Plug-in
- Full Text:
- Date Issued: 2001
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