Reading challenges experienced by the foundation phase learners at two selected primary schools in the Western Cape
| dc.contributor.advisor | Sesanti, Simphiwe | |
| dc.contributor.author | Oyowe, Anthonia Oritsemauruntosan | |
| dc.date.accessioned | 2023-03-01T09:32:54Z | |
| dc.date.accessioned | 2024-04-17T09:46:11Z | |
| dc.date.available | 2023-03-01T09:32:54Z | |
| dc.date.available | 2024-04-17T09:46:11Z | |
| dc.date.issued | 2022 | |
| dc.description | Magister Educationis - MEd | en_US |
| dc.description.abstract | Reading is a key component of literacy that plays an important role in knowledge access. It helps children's minds grow, and stimulates their comprehension of reading content, enabling them to function and interact effectively in society. Although, reading is prioritised as an indispensable aspect of literacy, reading comprehension remains a global challenge (Ligembe, 2014). Most South African learners in the Foundation Phase perform poorly in literacy particularly in reading and writing and are reading far below appropriate expected age levels according to the reports on systematic evaluations by the Department of Education (DoE), and other international research organisations on learners reading skills (Hugo, Le Roux, Muller & Nel, 2005). | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/11134 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | First Additional Language | en_US |
| dc.subject | Foundation phase | en_US |
| dc.subject | Teaching and learning | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Western Cape | en_US |
| dc.subject | Literacy | en_US |
| dc.title | Reading challenges experienced by the foundation phase learners at two selected primary schools in the Western Cape | en_US |