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njengento eqhelelene nokufunda okubhaliwe ngenxa yokuthi ukufunda okubhaliwe yiyona ngxenye ebaluleke kakhulu ekutheni ingane ifunde ukufunda okubhaliwe kanye nokubhala. Ngamanye amazwi singeke sabuka ukufunda okubhaliwe njengento eqhelelene nokubhala ngoba lokhu kuyahambisana. Ngenxa yalokhu, umuntu ngeke akhulume nge-‘literacy’ kodwa agweme ukukhuluma ngokufunda okubhaliwe (reading). Kanjengoba nokhuluma ngokufunda umbhalo, ngeke nje akhulume ngakho ebe ehambela kude negama elithi ukubhala ngoba lokhu kuyahambisana. Abacwaningi abafana noStreet (1995), sebake bakugxeka ukukhuluma nge-‘literacy’ njengento ezihambela yodwa, engahambisani nokufunda okubhaliwe njengoba lokhu kuhambisana njalo. Laba bacwaningi babuye bagcizelele nokuthi umuntu angaba namaliteracies amaningi ahlukahlukene, njengokuthi nje umuntu akwazi ukufunda okubhaliwe (literate in print), nalokho okungabhaliwe (literate in non-print) njengekhompyutha, ubuchwepheshe obuningi obehlukene, okuphathelene nezinombolo, njalonjalo (Cornett, 2009). 4.9 IQOQA LESAHLUKO Kulesi sahluko ngixoxe ngohlaka lwenjulalwazi nohlaka lwemicabango esetshenziswe ekuhlaziyeni ulwazi olutholakele. Ngixoxile ngensizakuhlaziya esetshenzisiwe ukuhlaziya okutholakele. Ngixoxile nangobudlelwano phakathi kwezinhlaka ezimbili okuxoxwe ngazo lapha, ngachaza nesizathu sokusetshenziswa kwazo. Esahlukweni esilandelayo ngizokwethula kuhlaziwe lokho okutholakele ekuphenduleni umbuzongqangi wokuqala walolu cwaningo othi “Othisha bathini ngokufundisa ukufunda okubhaliwe emakilasini amabanga aphansi esiZulu ulimi lwasekhaya? 149
ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFUNDISWA KOKUFUNDA OKUBHALIWE EMABANGENI APHANSI ESIZULU ULIMI LWASEKHAYA 5.1 ISINGENISO Esahlukweni esedlule ngixoxe ngohlaka lwenjulalwazi kanye nohlaka lwemicabango yalolu cwaningo. Ngichaze kabanzi ngenjulalwazi/insizakuhlaziya esetshenzisiwe ukuhlaziya ulwazi olutholakele. Njengoba lolu cwaningo lunemibuzongqangi emithathu, kulesi sahluko ngizophendula umbuzongqangi wokuqala othi: Othisha bamabanga aphansi bathini ngokufundisa ukufunda umbhalo emabangeni aphansi olimini lwasekhaya lwesiZulu? Ulwazi olusetshenziswe ekuphenduleni lo mbuzongqangi lwatholakala ngezingxoxo zenhlololwazi esakuhleleka nabahlanganyeli bocwaningo. Isiyonke imibuzongqangi yalolu cwaningo imi kanje: (i) Othisha bamabanga aphansi bathini ngokufundisa ukufunda okubhaliwe emabangeni aphansi esiZulu ulimi lwasekhaya? (ii) Othisha bakufundisa kanjani ukufunda okubhaliwe olimini lwasekhaya lwesiZulu kubafundi bamabanga aphansi? (iii) Kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abakwenza ngayo olimini lwasekhaya lwesiZulu? Okutholakele kuzohlelwa ngokwezindikimba ezitholakele eziyisikhombisa ezilandelayo: � Okufundiswayo: Ukufundiswa kwemisindo ilandelane ngandlela thile, kulandele amagama nemisho emifushane. � Ukusetshenziswa kwezinsizakufundisa. � Izindlela namasu okufundisa � Ukuhlola abantwana ngokufunda. � Ukufundisa izincazelo zamagama nolwazi lokubona igama. 150
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AN EXPLORATION INTO THE PEDAGOGY OF
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DECLARATION I, ZINHLE PRIMROSE NKOS
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I dedicate this thesis to the follo
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ACKNOWLEDGEMENTS Numerous people ha
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AMAZWI OKUBONGA Ngifisa ukubonga ku
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ABSTRACT The problem of poor readin
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ukuba zithuthuke ekufundeni okubhal
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UHLU LWEZELEKO (LIST OF APPENDICES)
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IZINCAZELO ZAMANYE AMAGAMA ABALULEK
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16. Inhlololwazi (interviews) izing
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ISAHLUKO 1 ISENDLALELO SOCWANINGO O
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2.5.2.1 UKUZILUNGISA (SELF CORRECTI
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
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9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
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Harly, 2006). USolwazi uSolomon Sib
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Ngesikhathi kusungulwa i-Readathon
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10 kuya phezulu. Ngikusho lokhu ngo
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Uhulumeni waseNingizimu Afrika usus
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laseNingizimu Afrika kuphela, kodwa
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okufunda, ukubhala kanye nokubala a
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Kokubili-ke isiZulu njengolimi lwas
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lwasekhaya bayahlomula ngalezi zinh
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imiphumela yocwaningo lwangonyaka w
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Kodwa manje ukufunda ukufunda okubh
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1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
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angamaphesenti angama-21 (Zulu Lang
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phakathi neKwaZulu-Natal, esikhulun
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inhlolokhono isenziwa ngaso isiNgis
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yokuthi zase zinezingane okudinga z
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zonke izinsuku. Uma abafundi sebefu
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enza iphutha lo mfundi kwakuyinduku
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1.14 INHLOSO YOCWANINGO NALAPHO LUG
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� Isahluko sesihlanu sethula umbi
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2.1 ISINGENISO Esahlukweni esedlule
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Njengoba sengike ngachaza, ucwaning
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kokubuka othisha ngenkathi befundis
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) nokufunda okubhaliwe ngesiNgisi u
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ngokuqondisisa (comprehension), uku
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Ngaphandle kolwazi abafundi abavele
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ngayo lapho befunda ulimi lwabo iba
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ULevine nabanye (2000) bathi: “Th
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uzoveza ulwazi olusha kulo mkhakha
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2.3.1 UKUFUNDA OKUBHALIWE NGOKWE-SO
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ezincane. Isibonelo, izinhlamvu (le
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kuphela, kodwa nomuntu omdala uyafu
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uvele ukhona embhalweni (does not r
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ngolimi, amakhono okuhlaziya amagam
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usedlulile ebangeni lesithathu esik
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kodwa nasezincazelweni nasekwakhiwe
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Ububi bale ndlela yilobu obulandela
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2.4.4 INDLELA EYINGXUBE (ECLECTIC A
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2.4.6. I-WHOLE LANGUAGE APPROACH I-
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2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
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ekufundiseni ukufunda emabangeni om
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2.5.3 AMASU ASETSHENZISWA NGEMVA KO
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ucwaningo luveza ukuthi abakwenzayo
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3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
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semfundo njengoba onke amanye amakh
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umcwaningi aqonde kahle ukuthi othi
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kahle konke abakushoyo. UFilstead (
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akusiwona amagama angempela ngenxa
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lungathathwa njengeziqalo zocwaning
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Page 157 and 158: Oluningi ucwaningo lwaluvama ukubhe
Page 159 and 160: Baningi abazali abangakhulumi nezin
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Page 171 and 172: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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Page 175 and 176: Kanjalo ne-The Reading Comprehensio
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Page 185 and 186: Kwaqapheleka ukuthi othisha abaning
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Page 189 and 190: Sekuzoxoxwa-ke ngaleli dada, nobeng
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Page 197 and 198: Kanti uthisha uZandile ubeka kanje:
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Page 201 and 202: Lapho bebuzwa ukuthi ziyiphi ezinye
Page 203 and 204: Njengoba ucwaningo oluningi luveza
Page 205 and 206: Kwesinye isikhathi ngiye ngenze sam
Page 207 and 208: efunda ngabodwana. Imvamisa bafunda
Page 209 and 210: Baye baphendule imibuzo...mhlampe k
Page 211 and 212: anolwazi oluthile ababelana ngalo a
Page 213 and 214: 5.2.6. UKWENZA IKILASI LIKUFANELE U
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Page 227 and 228: L: Ngephini T: Yebo iphini L: Pheph
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L: Liyaphephuka T: lenzenjani iphep
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Fig. 4 Umsebenzi owawubhalwa ekilas
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Emva kokufunda amagama ephindelelwa
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Lokhu kwaveza umqondo wokungahleli
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Lo mfundi owayenza lo msebenzi, kuy
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lokhu, okuyinto okumele ngabe uyijw
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Fig. 11 Umsebenzi womfundi 2 wesibi
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Fig. 13 Umsebenzi womfundi 4 wesibi
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ngokwakwenzeka esikoleni iGolide en
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L: Uphethwe yikhanda T: Omunye futh
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Reading Rockets, 2009; Zimmermann &
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6.2.2.4 NGOLWESINE NgoLwesine uthis
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Kule ndaba kuyakhombisa ukuthi uthi
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ngamunye umusho akhombe ingane ukub
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okubhaliwe kumfundi. Okwenzeka kule
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umcwaningi wayefuna ukuqiniseka uku
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7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
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Nakuba ebangeni lesithathu amagama
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Lapho sebeqedile ukufunda amagama u
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L: Ingwici. T: Konje uma uphethwe i
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Fig. 19 Imisho eyayigcwaliswa ngaba
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amabili ayewahlukanisile ekilasini.
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ebhodini, bese ethi abakhe imisho n
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ubudlelwano nokufundwa kombhalo, ng
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T: Ake siphinde siwafunde sonke fut
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7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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(Lehr et al, 2008; Duffy, 2009; Mak
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L: UMaza noZola. T: Konje sitheni n
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T: Funda. L6: Izindaba ku-TV zaziyi
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ngezinye izindlela. Yingakho nje ng
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abazange baye emtatsheni wolwazi. I
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ndlela ye-look-and-say ingane ifund
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kufanele bafunde ngokuqonda umbhalo
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omunye onconyiwe nguthisha. Lokhu k
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ezinganakwa ngabazali, nakuba zazik
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T: Nizobhala isipelingi, kumele nit
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7.3 IQOQA LESAHLUKO Kulesi sahluko
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8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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yokufundwayo njengokuthi zizakhele
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phambili ekwakhiweni kolwazi olusha
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okubhaliwe. Kanjalo no-Inglis naban
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for Learning; kanjalo ne-National R
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Njengoba ngike ngachaza esahlukweni
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La mazwi akhombisa ukuthi kade yaba
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Nokho-ke lokhu akusho ukuthi ukufun
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Ngakho-ke ngenxa yokungabi naso isi
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8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
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ukukhuluma afana namabizo athile, i
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sezingxoxo ezaba ngemumva kokubukel
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La mazwi angenhla angethusa ngoba a
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siyazifaka izinyanga zonyaka zesiZu
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9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
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Nakuba ngokwabo beziveza izizathu z
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ngokuzokwenzeka embhalweni, ziseben
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oluzobheka izindlela zokufundisa ok
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yini ngenxa yezilimi zabo ezingeson
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IMITHOMBO ESETSHENZISIWE Abadzi, H.
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Barone, D. (2002). Literacy Teachin
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Bohannan, J.N. (1993). Theoretical
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Cohen, L., Manion, L. and Morrison,
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Dickinson, D.K. and Neuman, S.B. (2
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Fecteau, M.L. (1999). First and Sec
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Hamlyn, M. (07 January 2010). Motsh
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Kukan, L., and Beck, I.L. (1997). T
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Magubane, K. (2008). Major Plans to
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National Reading Panel. (2000). Tea
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Pardo, L.S. (2004). What Every Teac
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RAND Reading Study Group. (2002). R
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Segalwe, O. (2006). SA's R6bn Liter
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Stahl, S.A. and Miller, P.D. (1989)
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Thorndike, R.L. (1973). Reading Com
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Wessels, M. and van den Berg, R. (1
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ISELEKO 1: UHLELO LWEMIBUZO YEZINGX
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5. Ngesikhathi sezingxoxo wawubeke
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Seating arrangement Does the seatin
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The study will benefit the school i
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• Findings will be disseminated t
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• The school will have an opportu
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Uma unemibuzo mayelana nalolu cwani
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ISELEKO 9: UMSEBENZI KATHISHA UTHAN
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ISELEKO 11: IKHADI LOKUBONGA LEZING
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