Guidelines for the teaching of reading in the intermediate phase within the context of inclusion

Guidelines for the teaching of reading in the intermediate phase within the context of inclusion

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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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Bibliographic Details
Main Author: Lategan, Irene Anne Stewart
Other Authors: Kruger, Deirdre
Format: Others
Language:en
Published: 2015
Subjects:
Reading
Intermediate phase
Inclusion
Mainstream
Integration
Accomodating diversity
Guidelines
Reading process
Word recognition
Reading comprehension
Construction of meaning
Reading programme
Reader
Text
Context
Processing
Prior knowledge
Strategies
Self-regulating readers
Metacognition
Metacomprehension
Authentic text
Literate environment
Transactional
Interactive
Zone of proximal development (ZPD)
372.4
Mainstreaming in education
Reading (Middle school)
Online Access:http://hdl.handle.net/10500/17172

Internet

http://hdl.handle.net/10500/17172

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