Now showing items 1-5 of 5
Put reading first: positive effects of direct instruction and scaffolding for ESL learners struggling with reading
(Faculty of Education, University of the Free State, 2011)
The inability of many English second-language (ESL) learners to read at desirable levels is universal, but reasons for this and solutions have not yet been addressed. Within the South African teaching context especially ...
Comparing native signing, late-signing and orally trained deaf children’s ‘theory of mind’ abilities
(SAGE Publications, 2010)
I argue that language skills and social interaction, specifically quality social discourse (reciprocal interaction) concerning mental states are pivotal in the development of social understanding and ‘theory of mind’ ...
Turning the tide on illiteracy: a search for early childhood language stimulation among Free State pre-schoolers
(School of Education of the University of KwaZulu-Natal, 2011)
One of the most significant educational accomplishments in a literate society is learning to read and write. Social-constructivist theorists emphasise the mediating role of language in the process of knowledge construction ...
An evaluation of an intervention using sign language and multi-sensory coding to support word learning and reading comprehension of deaf signing children
(SAGE Publications, 2013)
The reading skills of many deaf children lag several years behind those of hearing children, and there is a need for identifying reading difficulties and implementing effective reading support strategies in this population. ...
Visuele beelding as spellingonderrigstrategie vir Afrikaanssprekende, graad 3-leerders, met spellingprobleme
(University of the Free State, 2003-11)
English: Article 1: Good, effective spelling is regarded as the ‘passport’ to educational opportunities, and academic performance is measured against it. Bad spelling not only lowers the effectiveness of written work, but ...