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Title: Final-year teacher training students' perceptions of THRASS
Authors: Condy, Janet 
Chigona, Agnes 
Chetty, Rajendra 
Thornhill, Christa 
Keywords: Developing countries;Graphemes;Literacy;Phonemes;Pre-service teachers' perceptions;Synthetic and analytic phonics;THRASS
Issue Date: 2010
Publisher: Education Association of South Africa (EASA)
Abstract: Our purpose was to see if THRASS (Teaching Handwriting, Reading and Spel ling Skills) is a programme that should be taught to Foundation Phase (FP) and Intermediate/Senior Phases (ISP) pre service teachers at the Cape Peninsula University of Technology (CPUT). The term ‘literacy’ is defined as an evolving, developing and complex concept, not only because it describes a set of practices, but also because it is context driven. The THRASS programme is fundamentally for teaching phonics, and is described as being at the ‘word’ level teaching of literacy. We argue that word level teaching should be done in context and within texts. A mixed method research design was used in order to provide better understandings and answers to the research question: What are the BEd 4 students’ perceptions of THRASS? A questionnaire and two focus group inter views were used to gather data. Qualitative data were analysed, using an inductive approach. The findings confirm that pre service teachers going to teach in schools feel prepared to teach reading, but not spelling or creative writing.
Appears in Collections:Edu - Journal Articles (DHET subsidised)

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