Guidelines for the teaching of reading in the intermediate phase within the context of inclusion
As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of referen...
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Format: | Others |
Language: | en |
Published: |
2015
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Online Access: | http://hdl.handle.net/10500/17172 |