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Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil

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dc.contributor.advisor Booyse, A. M. (Adriana Magdalena)
dc.contributor.author Lategan, Irene Anne Stewart
dc.date.accessioned 2015-01-23T04:24:55Z
dc.date.available 2015-01-23T04:24:55Z
dc.date.issued 1994-11
dc.identifier.citation Lategan, Irene Anne Stewart (1994) Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17171> en
dc.identifier.uri http://hdl.handle.net/10500/17171
dc.description.abstract In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. en
dc.format.extent 1 online resource (269 leaves) : illustrations
dc.language.iso en
dc.subject Guidelines en
dc.subject Reading en
dc.subject Reading comprehension en
dc.subject Reading comprehension instruction en
dc.subject Strategies en
dc.subject Skills en
dc.subject Learning disabilities en
dc.subject Secondary school pupils en
dc.subject Specialised education en
dc.subject Cognitive functions en
dc.subject Information processing en
dc.subject Learned helplessness en
dc.subject Metacognition en
dc.subject Metacomprehension en
dc.subject.ddc 428.40712
dc.subject.lcsh Reading (Secondary) -- South Africa en
dc.subject.lcsh Reading disability en
dc.subject.lcsh Reading comprehension -- Study and teaching (Secondary) en
dc.subject.lcsh Metacognition en
dc.subject.lcsh Children with disabilities -- Books and reading en
dc.title Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil en
dc.type Dissertation
dc.description.department Educational Studies
dc.description.degree M. Ed. (Orthopedagogics)


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