Abstract:
The purpose of this study was to identify the most common reading errors made by standard 2 pupils, then to compare the reading errors of English- and Afrikaans speaking pupils and to propose recommendations with respect to reading instruction in standard 2. It is also necessary to identify reading problems that still exist after the completion of the junior primary phase. A test sample, consisting of 100 standard 2 pupils was drawn randomly from 12 English and 3 Afrikaans schools. Two reading tests, a standardised reading test and a prose reading test with comprehension questions, were utilised. Additional information was obtained from the child s cumulative record card. Pupils responses to a number of words and comprehension questions were evaluated and patterns of reading errors identified. Results indicate that standard 2 pupils to a large extent have mastered the basic mechanical reading skills. Reading skills that warrant attention are reading comprehension and syllabification. Common reading errors that were still present amongst standard 2 pupil are incorrect phrasing, disregarding punctuation, word-by-word reading. Negative reading attitudes include resistance to reading in front of or to other people, poor self evaluation with regard to reading ability and inadequate reading by the pupil. Arising out of the study is the recommendation that the teacher maintain a fine balance between further exercises in reading skills, elimination of common reading errors and motivating pupils to improve their attitude towards reading.
