Please use this identifier to cite or link to this item: http://hdl.handle.net/10321/1006
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dc.contributor.authorNaidoo, U.
dc.contributor.authorDorasamy, Nirmala
dc.contributor.authorReddy, Karunanidhi
dc.date.accessioned2014-05-20T09:59:20Z
dc.date.available2014-05-20T09:59:20Z
dc.date.issued2012-10
dc.identifier.citationNaidoo, U.; Dorasamy, N. and K. Reddy K. 2012. Perceptions of Educators of Reading Literacy; A Case Study of the Intermediate Phase in South African Primary Schools. Journal of Economics and Behavioral Studies, 4(10): 555-569.en_US
dc.identifier.issn2220-6140
dc.identifier.urihttp://hdl.handle.net/10321/1006
dc.description.abstractThe achievement of worldwide participation in education is essentially determined by the quality of education available. How well learners are instructed and how much they learn determines how regularly learners attend schools. Sound education is further affected by the following factors: time spent learning by learners, assessment methods for monitoring learner progress, styles of teaching, education spending, the language of instruction, and classroom organisation strategies (EFA Global Monitoring Report, 2005). However, the development of learners’ literacy in South Africa as a developing country is accentuated by several challenges. Many learners in South Africa have difficulty understanding the language in which they are taught which is English, as they are not taught in their mother tongue. However, the language of instruction is not solely responsible for the poor performance in international reading tests and schooling in general. Learners are also faced with socio-economic issues, very little or hardly any parental supervision and educators are faced with the challenge of finding reading methods and strategies suitable to improving reading. Learners in the foundation phase are explicitly taught reading skills. In the intermediate phase, learners are expected to apply the skills acquired in the foundation phase to access the curriculum. In reality, this is difficult to achieve. The purpose of this article is to determine educator perceptions of reading literacy in the intermediate phase with the aim of enhancing reading literacy in the intermediate phase.en_US
dc.format.extent15 pen_US
dc.language.isoenen_US
dc.publisherInternational Foundation for Research and Developmenten_US
dc.subjectImmediate phaseen_US
dc.subject.lcshPerceptionen_US
dc.subject.lcshLiteracyen_US
dc.subject.lcshReadingen_US
dc.subject.lcshEducatorsen_US
dc.subject.lcshQualityen_US
dc.titlePerceptions of educators of reading literacy : a case study of the intermediate phase in South African primary schoolsen_US
dc.typeArticleen_US
dc.publisher.urihttp://ifrnd.org/Research%20Papers/J4%2810%292.pdfen_US
dc.dut-rims.pubnumDUT-001787en_US
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Appears in Collections:Research Publications (Management Sciences)
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