Leesreekse is die bekendste leesmateriaal wat in die klaskamer gebruik word om leesonderrig te ondersteun. Die keuse van geskikte leesreekse is egter problematies, omdat daar 'n gebrek aan wetenskaplik-begronde maatstawwe is aan die hand waarvan onderwysers leesreekse se waarde kan bepaal. Die behoefte aan sulke maatstawwe vir die waardebepaling van Afrikaanse Grondslagfase-leesreekse het aanleiding gegee tot die studie waarop hierdie artikel gebaseer is. Die betrokke ondersoek was verkennend van aard, met die doel om wetenskaplik-begronde maatstawwe vir die waardebepaling van Afrikaanse Grondslagfase-leesreekse vas te stel. Literatuur oor lees en leesreekse deur plaaslike en internasionale kenners is bestudeer. 'n Gevallestudie is onderneem waaraan onderwysers uit verskillende sosio-ekonomiese gebiede deelgeneem het. Waarnemingsnotas van studente in die Vroeë Kinderontwikkeling en Grondslagfase-program van die Universiteit van Pretoria is gebruik om die data aan te vul. Die ondersoek het gelei tot die vasstelling van wetenskaplik-begronde maatstawwe aan die hand waarvan onderwysers die waarde van Afrikaanse Grondslagfase-leesreekse kan bepaal. Hierdie maatstawwe is ook nog bruikbaar in die konteks van die nuwe Nasionale Kurrikulum- en Assesseringbeleidsverklaring (KABV/CAPS).
This article is based on research undertaken by Koekemoer (2012) during 2010 and 2011 to determine scientifically based criteria for the selection of Afrikaans graded readers. At that time, the only guideline put forward by the national education department was adherence to the "balanced reading" approach. Only a limited number of readers were available, and since then the Department of Basic Education has formulated criteria by which it evaluates graded readers. The original research question was: What scientifically based criteria can be used to evaluate Afrikaans graded readers in the Foundation Phase? The balanced reading approach was prescribed in the National Curriculum Statement of 2002 and is also incorporated in the new (2011) Curriculum and Assessment Policy Statement (not yet implemented at the time of the original research). This approach to the choice of graded readers as well as for teaching reading specifies that the development of language skills such as listening, speaking, reading and writing must be taught in an integrated manner in the Foundation Phase. This approach also recognises that the abilities of learners differ. It is therefore imperative that teachers take these differences into account when they select graded readers. Since, however, there were no definite criteria for evaluating and selecting graded readers at the time, teachers relied on their personal preferences in this regard. Selecting graded readers on the basis of personal preferences is problematic, because readers selected in this way may not actually help learners to acquire reading skills at different levels.
