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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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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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 |
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language |
en |
format |
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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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