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

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 i...

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Main Author:	Lategan, Irene Anne Stewart
Other Authors:	Booyse, A. M. (Adriana Magdalena)
Format:	Others
Language:	en
Published:	2015
Subjects:	Guidelines Reading Reading comprehension Reading comprehension instruction Strategies Skills Learning disabilities Secondary school pupils Specialised education Cognitive functions Information processing Learned helplessness Metacognition Metacomprehension 428.40712 Reading (Secondary) > South Africa Reading disability Reading comprehension > Study and teaching (Secondary) Children with disabilities > Books and reading
Online Access:	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> http://hdl.handle.net/10500/17171

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spelling	ndltd-netd.ac.za-oai-union.ndltd.org-unisa-oai-uir.unisa.ac.za-10500-171712018-11-19T17:14:58Z Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil Lategan, Irene Anne Stewart Booyse, A. M. (Adriana Magdalena) Guidelines Reading Reading comprehension Reading comprehension instruction Strategies Skills Learning disabilities Secondary school pupils Specialised education Cognitive functions Information processing Learned helplessness Metacognition Metacomprehension 428.40712 Reading (Secondary) -- South Africa Reading disability Reading comprehension -- Study and teaching (Secondary) Metacognition Children with disabilities -- Books and reading 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. Educational Studies M. Ed. (Orthopedagogics) 2015-01-23T04:24:55Z 2015-01-23T04:24:55Z 1994-11 Dissertation 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> http://hdl.handle.net/10500/17171 en 1 online resource (269 leaves) : illustrations
collection	NDLTD
language	en
format	Others
sources	NDLTD
topic	Guidelines Reading Reading comprehension Reading comprehension instruction Strategies Skills Learning disabilities Secondary school pupils Specialised education Cognitive functions Information processing Learned helplessness Metacognition Metacomprehension 428.40712 Reading (Secondary) -- South Africa Reading disability Reading comprehension -- Study and teaching (Secondary) Metacognition Children with disabilities -- Books and reading
spellingShingle	Guidelines Reading Reading comprehension Reading comprehension instruction Strategies Skills Learning disabilities Secondary school pupils Specialised education Cognitive functions Information processing Learned helplessness Metacognition Metacomprehension 428.40712 Reading (Secondary) -- South Africa Reading disability Reading comprehension -- Study and teaching (Secondary) Metacognition Children with disabilities -- Books and reading Lategan, Irene Anne Stewart Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil
description	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. === Educational Studies === M. Ed. (Orthopedagogics)
author2	Booyse, A. M. (Adriana Magdalena)
author_facet	Booyse, A. M. (Adriana Magdalena) Lategan, Irene Anne Stewart
author	Lategan, Irene Anne Stewart
author_sort	Lategan, Irene Anne Stewart
title	Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil
title_short	Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil
title_full	Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil
title_fullStr	Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil
title_full_unstemmed	Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil
title_sort	guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil
publishDate	2015
url	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> http://hdl.handle.net/10500/17171
work_keys_str_mv	AT lateganireneannestewart guidelinesfortheimprovementofreadingcomprehensionskillswithreferencetothelearningdisabledsecondaryschoolpupil
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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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