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  3. Vol. 27 No. 2 (2011): Special Edition

Vol. 27 No. 2 (2011): Special Edition

Published: 2012-04-26

Editorial

  • Preface to Special Edition
    Renee Nathanson
    • PDF

Articles

  • Reading comprehension in high-poverty schools: How should it be taught and how well does it work?
    Elizabeth J Pretorius, Mirriam Lephalala
    • PDF
  • Measuring reading strategy knowledge transfer: Motivation for teachers to implement reading strategy instruction
    Nanda Klapwijk, Christa Van der Walt
    • PDF
  • Classroom assessment of reading comprehension: How are preservice Foundation Phase teachers being prepared?
    Carisma Nel
    • PDF
  • An individualised literacy intervention for low-progress readers and writers in the Foundation Phase
    Marika Swart, Renee Nathanson
    • PDF
  • The role of phonological awareness in early childhood reading in English
    Bernard Nchindila
    • PDF
  • Selecting literature for beginner readers in South Africa
    Liesel Hibbert, Marius Crous
    • PDF
  • A multifaceted model for designing reading development programmes for L2 learners at tertiary level
    Naomi Boakye
    • PDF
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Publisher: Department of Curriculum Studies, Faculty of Education, Stellenbosch University, Stellenbosch, South Africa

eISSN-2224-0012 (Online) / ISSN-0259-2312 (Print)

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