The influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary school

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dc.contributor.advisorMuthivhi, Een_ZA
dc.contributor.authorKriger, Samanthaen_ZA
dc.date.accessioned2015-05-27T04:05:20Z
dc.date.available2015-05-27T04:05:20Z
dc.date.issued2014en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractAs a music educator actively involved in teaching learners from ages five to seventeen years over the past nineteen years, the researcher has noted the reading abilities of the learners drop over the years. This could be due to various factors such as large class sizes, changes in curriculum, teacher inadequacy and parents’ lack of involvement due to work commitments. It is for this reason that it is important for the educator to be able to use various methods to help with reading development, especially in the young learner. Growing research has indicated that music activities may be beneficial for other academic studies and in this study the focus will be on the reading development of the Foundation Phase learner. There is a relationship between music skills and reading, and studies have proved that increased learning in one area may increase outcomes in another. This study will evaluate whether the learner involved in various music activities has shown an improvement in reading scores from Grade One through to Grade Three.en_ZA
dc.identifier.apacitationKriger, S. (2014). <i>The influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary school</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/12887en_ZA
dc.identifier.chicagocitationKriger, Samantha. <i>"The influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary school."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2014. http://hdl.handle.net/11427/12887en_ZA
dc.identifier.citationKriger, S. 2014. The influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary school. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Kriger, Samantha AB - As a music educator actively involved in teaching learners from ages five to seventeen years over the past nineteen years, the researcher has noted the reading abilities of the learners drop over the years. This could be due to various factors such as large class sizes, changes in curriculum, teacher inadequacy and parents’ lack of involvement due to work commitments. It is for this reason that it is important for the educator to be able to use various methods to help with reading development, especially in the young learner. Growing research has indicated that music activities may be beneficial for other academic studies and in this study the focus will be on the reading development of the Foundation Phase learner. There is a relationship between music skills and reading, and studies have proved that increased learning in one area may increase outcomes in another. This study will evaluate whether the learner involved in various music activities has shown an improvement in reading scores from Grade One through to Grade Three. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - The influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary school TI - The influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary school UR - http://hdl.handle.net/11427/12887 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/12887
dc.identifier.vancouvercitationKriger S. The influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary school. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/12887en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleThe influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary schoolen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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