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  1. Home /
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  3. Vol. 35 No. 3 (2019)

Vol. 35 No. 3 (2019)

Published: 2019-12-16

Editorial

  • Editorial
    Christa van der Walt
    • PDF

Articles

  • Strategies for teaching inference comprehension skills to a Grade 8 learner who lacked motivation to read
    Yonela Palesa Moopelwa, Janet Condy
    1-15
    • PDF
  • Relationship between vocabulary knowledge and reading comprehension of South African EFAL high school learners
    Kufakunesu Zano, Nkidi Caroline Phatudi
    16-28
    • PDF
  • Securing the fort: Capturing reading pedagogy in the Foundation Phase
    Kellie Steinke, Rosemary Wildsmith-Cromarty
    29-58
    • PDF
  • The reading comprehension of Grade 5 Setswana-speaking learners in rural schools in South Africa: Does home language matter?
    Munyane Mophosho, Katijah Khoza-Shangase, Lesedi L Sebole
    59-73
    • PDF
  • Reclaiming the space for storytelling in Ugandan primary schools
    Medadi Erisa Ssentanda, Samuel Andema
    74-91
    • PDF
  • Language of learning and teaching as a barrier to effective implementation of CAPS: Narratives of Grade 10 Life Sciences teachers
    Florah Moleko Teane
    92-105
    • PDF
  • Intermediate Phase Mathematics teachers’ linguistic proficiency in the Language of Learning and Teaching: The Eastern Cape Province
    Michael Lucien Le Cordeur, Lindiwe Tshuma
    106-124
    • PDF
  • Professional development in fostering self-directed learning in German Second Additional Language teachers
    Gerda-Elisabeth Wittmann, Jako Olivier
    125-142
    • PDF
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eISSN-2224-0012 (Online) / ISSN-0259-2312 (Print)

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