An investigation into the management of reading culture in primary schools

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dc.contributor.advisor Mohlakwana, Mokgadi Agnes Ursula en
dc.contributor.coadvisor Van Rooyen, Jean Wilhelm en
dc.contributor.postgraduate Molapo, Diakanya Cecel en
dc.date.accessioned 2017-06-08T13:07:05Z
dc.date.available 2017-06-08T13:07:05Z
dc.date.created 2017-05-09 en
dc.date.issued 2016 en
dc.description Dissertation (MEd)--University of Pretoria, 2016. en
dc.description.abstract This study was prompted by the reading crisis prevailing in South African schools. The aim of the study is to investigate how primary schools promote and manage a reading culture in selected primary schools in the Limpopo Province. A purposive, qualitative research approach was used with the aim of understanding and developing a holistic picture of how School Management Teams (SMTs) support, promote, develop and manage a reading culture. A multiple case study design was used in three primary schools in one circuit (Sekgosese East Circuit). Eighteen participants took part in semi-structured interviews. Documents were analysed. Artefacts in the classroom were viewed with the intention of establishing how a reading culture can be propagated. The findings indicate that SMTs monitor reading progress by using class visits and by motivating team language teachers. Learners are encouraged to participate in reading competitions. It has also been highlighted that a lack of parental support in the promotion of a reading culture is an impediment to development. Challenges such as overcrowded classes, and shortage of reading material in the classrooms and libraries are experienced; some of these are beyond the control of the school as an organisation. It is important to determine the role played by teachers in planning, organising, leading and controlling matters related to a reading culture at their schools. Heads of Department have to take leadership in this matter by preparing, together with their teaching and library staff, policies and guidelines related to reading activities in the school. In this manner an appropriate environment will promote a reading culture in schools. A reading culture can be described as the creation of conditions that are favourable for ongoing reading. Such conditions require sufficient reading material, space and time for the support, development and nurturing of reading practices. How best can the school manage the situation without compromising a reading culture and the quality of reading and writing? A reading culture has to be sustainable. One of the primary aims is to promote enthusiasm for reading in the school and in the community. en_ZA
dc.description.availability Unrestricted en
dc.description.degree MEd en
dc.description.department Education Management and Policy Studies en
dc.description.librarian 2024dzm
dc.identifier.citation Molapo, DC 2016, An investigation into the management of reading culture in primary schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60962> en
dc.identifier.other A2017 en
dc.identifier.uri http://hdl.handle.net/2263/60962
dc.language.iso en en
dc.publisher University of Pretoria en
dc.rights © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject UCTD en
dc.subject Reading culture en
dc.subject Reading crisis en
dc.subject Reading activities en
dc.subject Challenges en
dc.subject.other Education theses SDG-04
dc.subject.other SDG-04: Quality education
dc.subject.other Education theses SDG-10
dc.subject.other SDG-10: Reduced inequalities
dc.subject.other Education theses SDG-17
dc.subject.other SDG-17: Partnerships for the goals
dc.title An investigation into the management of reading culture in primary schools en_ZA
dc.type Dissertation en


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