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ngamithathu. Ngeke nje ingane ithi ifunda ukuphimisa imisindo ivele iqale ngomsindo ka ‘gq’, ‘ngq’, ‘ch’, njalonjalo. Kanti kanjalo nothisha uNtoko ugcizelela khona okushiwo ngabanye mayelana nabakufundisa ebangeni lesibili othisha. Lapho ebuzwa ukuthi uthisha kufanele afundiseni ebangeni lesibili esifundweni sesiZulu ulimi lwasekhaya wathi: Ngicabanga ukuthi ngaphandle kwemisindo ayikho into engafundeka. Kufanele izingane ziyazi imisindo, ikakhulukazi ebangeni 1,2,3. Bakwazi futhi nokuyibhala ngoba ukuthi babhale yikhona okubalulekile nokuyazi nje futhi bakwazi ukuyibona ngisho isisegameni. Amaphepha bhuku abalulekile kakhulu kanye nezinsizakufunda. Kwavela ngababekusho othisha lapho bechaza ngokufundisa ukufundaokubhaliwe ukuthi imisindo yiyona nto okugxilwa kuyo, kunokuba kufundiswe abantwana ukufunda izindaba, lapho bengatghola khona ukufunda okuningi okuphathelene nolimi, njengamagama amasha, ukusetshenziswa kwezimo zokukhuluma ezahlukene, imisho eyahlukene, njalonjalo. Bathi lapho befundisa umsindo ongungwaqa kunoma yiliphi ibanga kulawa aphansi, balekelela abantwana ukuba bawukhumbule umsindo abawufundisayo. Bakwenza lokhu ngokuthi banamathelise umsindo negama elithile. Ngamanye amazwi, lapho kufundwa umsindo othile, kuba negama elinamatheliswa kulowo msindo. Isibonelo: umsindo u ‘p’ bawubiza ngomsindo wepani, kanti umsindo u ‘ph’ bathi ngumsindo wophaphe futhi wakhiwa umsindo wepani (p) nomsindo wehawu (h). Kanjalo nomsindo u ‘ch’ bathi umsindo ka ‘chama’, futhi wakhiwe umsindo wecici (c) nomsindo wehawu (h). Umsindo u ‘sh’ bathi umsindo weshumi, kanti wakhiwe umsindo wesoso (s) nomsindo wehawu (h), kanti umsindo u ‘ngw’ bathi ngumsindo wengwenya, futhi wakhiwe umsindo wenunu (n), umsindo kagogo (g) kanye nomsindo wewele (w). Ngokothisha, lokhu kuyabasiza abantwana ukuba bakhumbule le misindo kangcono lapho befunda okubhaliwe nalapho bebhala. 155
Kwaqapheleka ukuthi othisha abaningi babechaza ukuthi ngalelo nalelo sonto uthisha <strong>of</strong>undisa ukufunda okubhaliwe ugxila emsindweni owodwa okuyiwona ogqamayo emagameni noma emishweni nasendabeni efundwayo. Lokhu yinto eyenzeka ebangeni lokuqala, lesibili nelesithathu. Lowo msindo oluhlamvu olungungwaqa usebenza kanye nonkamisa ngaso sonke isikhathi njengoba esiZulwini ongwaqa behambisana nonkamisa. Ngalesi sikhathi uthisha uyagcizelela ukuthi lowo nalowo msindo owuhlamvu olungungwaqa ungebe namqondo uma usebenza uwodwa kodwa kudingeka kube nonkamisa eduze kwakhe ukuze lowo msindo ube ngonomqondo futhi <strong>of</strong>undekayo. Ngamanye amazwi konke lokhu kugcizelela khona ukuthi ukufundisa ukufunda okubhaliwe kugxila kuyo imisindo emabangeni aphansi, nakuba bebuye bafundiswe imisho emifushane. Isibonelo, umusho ungaba namagama amabili, amathathu kumbe amane. Lokhu kungenxa yokuthi umfundi angeke akwazi ukufunda igama eliphelele noma umusho ophelele uma engakwazi ukufunda imisindo ngayodwana. Ngaleyo ndlela othisha baye babafundise imisho uma sebeqale ngayo imisindo beyifunda kanye nonkamisa babuye bayifunde emagameni aphelele. Ngaleyo ndlela iviki neviki sikhona isikhathi sokufundwa kwemisho, njengoba sengike ngachaza phambilini. Ulwazi abalunikezayo othisha lwalungenayo imininingwane ngokuthi yimisho enjani abayaye bayifundise futhi bayifundisa kanjani. Lokhu kuyatholakala nakuyo le nkulumo ecashunwe ngenhla kathisha uNtombifuthi lapho echaza ukuthi ukufundisa okubhaliwe kuyini futhi ukufundisa kanjani. Okuyinto evela kakhulu emazwini othisha abaningi, yikho ukuthi ukufundisa okubhaliwe kusho ukufundisa imisindo, ufundise ukwakha amagama, imisho uphinde ufundise indaba enemisho emifushane oyakhile njengothisha. Konke lokhu kumele kugqamise umsindo okusuke kugxilwe kuwo ngalelo nalelo sonto. Esikoleni iMbalenhle kwavela ukuthi izindaba othisha bazifundisa ngemumva kokuphela kwesigaba sesibili sonyaka. Ngamanye amazwi izindaba ezisezincwadini abazifundisi ekilasini kusukela kuqale unyaka kuze kube kuphele isigamu sokuqala sonyaka. Ngamanye amazwi baqala ukufundisa izindaba ekilasini ngesigaba sesithathu sonyaka (third term). Okumangalisayo ukuthi kungani othisha befundisa izindaba emva kwesigamu sonyaka ube unyaka ukade waqala? Lokhu kukhombisa ukuthi isivinini 156
Page 1 and 2:
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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ongumhlanganyeli wocwaningo bavumel
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ngalokhu ocwaningwayo akushilo, aza
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lwasekhaya. Lokhu kwakuzosiza ekuth
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Page 137 and 138: yokulandelisa, eyayilandela umbuzo
Page 139 and 140: kwalawo ma-themes athe ukujula impe
Page 141 and 142: ingakwazi ukwenabela kubantu, noma
Page 143 and 144: 4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
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Page 155 and 156: ukuze kuthi lapho esekhulile, kuthi
Page 157 and 158: Oluningi ucwaningo lwaluvama ukubhe
Page 159 and 160: Baningi abazali abangakhulumi nezin
Page 161 and 162: umphakathi nakho konke okuyizungezi
Page 163 and 164: oqinisekisa ukuthi ukufunda okubhal
Page 165 and 166: ngoba konke lokhu kuzomsiza ekuthen
Page 167 and 168: ibeka ukuthi ulwazi lwemisindo lush
Page 169 and 170: I- Teachers Handbook for Teaching R
Page 171 and 172: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
Page 173 and 174: ngokuqondisisa kuncike olwazini umf
Page 175 and 176: Kanjalo ne-The Reading Comprehensio
Page 177 and 178: ilandela imiyalelo edingwa yimibuzo
Page 179 and 180: ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
Page 181 and 182: ngaphandle kukankamisa ‘i’. Unk
Page 183: njengoba echaza ukuthi abanye abant
Page 187 and 188: ongakhulumi, ngoba basuke bengekho
Page 189 and 190: Sekuzoxoxwa-ke ngaleli dada, nobeng
Page 191 and 192: uNtombifuthi waphendula kanje ngenk
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Page 195 and 196: eseyifundile, uye abasize abalekele
Page 197 and 198: Kanti uthisha uZandile ubeka kanje:
Page 199 and 200: ingaveza isithombe sakwandabazabant
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
Page 215 and 216: ayijwayele ukuba nenkinga esikoleni
Page 217 and 218: ngokungangingizi kanye nokufunda ng
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Page 223 and 224: Ngezansi yisibonelo semisindo eyayi
Page 225 and 226: elehlukile, njengokuthi nje enze ok
Page 227 and 228: L: Ngephini T: Yebo iphini L: Pheph
Page 229 and 230: L: Liyaphephuka T: lenzenjani iphep
Page 231 and 232: Fig. 4 Umsebenzi owawubhalwa ekilas
Page 233 and 234: 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
Page 357 and 358:
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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