isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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yokuthi bona basuke bezazi kangcono izingane zabo kunababhali bezincwadi, njengoba ababhali bengazi ukuthi lezo zindaba zisuke zizofundwa ngubani, njalonjalo, okuyizinto ezinomthelela ekufundeni kwengane lapho ifunda okubhaliwe. 5.2.2.3 UKUSETSHENZISWA KWAMASHADI, AMAGAMA KANYE NEMISHO ESIKIWE Othisha bathi basebenzisa amashadi, amagama kanye nemisho esikiwe uma befundisa abafundi ukufunda okubhaliwe. Baveza ukuthi amashadi anemibala egqamile abalulekile kanti futhi bayawasebenzisa lapho befundisa ukufunda okubhaliwe ngoba abantwana bayayithanda into enemibala. Ngokwejwayelekile, kuba yishadi eliluhlaza okwesibhakabhaka noma okotshani, eli-pink noma eliphuzi. Ngokusho kothisha, abafundi bayaheheka lapho imibala okubhalwe ngayo kungumbala obomvu, oluhlaza okotshani noma okwesibhakabhaka. Umbala omnyama nawo bayawusebenzisa nale mibala ukwenza umehluko kulokho uthisha asuke efuna ukuba abafundi bagxile kukho ngoba nawo ugqama kahle emashadini. Okunye abathi bayakwenza nabakubona kubalulekile ukuba ishadi kumele libhalwe kahle ngesandla esihle futhi ngobunono. Lokhu kusiza ekutheni uthisha abe yisibonelo ekutheni ingane ibhale ngobunono ngenxa yokuthi ibukela kuye. Isibonelo, uZanele uchaza kanje: NgoMsombuluko si-introjusa umsindo omusha. Uma siwu-introjusa uthisha ulungiselela kahle isifundo sakhe ngokuthi athole ishadi nezithombe ezizohambisana nalowo msindo. Uma ukwazi ukudweba uyadweba futhi naseshadini…ngeke uthi uneshadi elilodwa, angaba noma mangaki, uma nje ezokwazi ukucacisa lokhu ofuna abantwana bakwazi. Uma uwu introjusa umsindo, usebenzisa isithombe... Amagama asikiwe othisha baye bawenze ngamaphepha amashadi aqinile futhi abhalwe ngemibala egqamile. Kanjalo nemisho esikiwe bayaye bayibhale kahle ngobunono futhi ihambelane nomsindo lowo odingidwa ngalelo viki. Uthisha uMbali lapho ecashunwa uchaza kanje: ...then ngoLwesithathu sibhala ama-sentences. Lawo ma-sentence esiwenzayo siyawaqedela ngegama elifanele, eg. Umama upheka i----bishi, uNana u--bhula ingubo yakhe, njalonjalo. NgoLwesine sesiyafunda-ke. Yilapho siqala khona ke ukufunda imisho, njengoba kade sisebenzisa ama-flash cards namasentence strips, ngoba you prepare before wenze ama-flash cards nama - sentence strips. 167
Kanti uthisha uZandile ubeka kanje: kubalulekile lapho wenza ama-flash cards nama-sentence strips usebenzise amakhadi aqinile, lana asikwe emashadini futhi abe nemibala egqamile. Izingane ziyayithanda phela imibala egqamile. Ungasebenzisa umbala obomvu, oluhlaza okwesibhakabhaka, o-pink, njalonjalo. Kanti ishadi lingaba nombala ophuzi, oluhlaza okwesibhakabhaka, njalonjalo. Umbala wepeni-ke wona nawo muhle uma unombala ogqamile kodwa nomnyama ugqama kahle lapho usetshenzisiwe eshadini eligqamile.Kuba kuhle futhi ukuba uxube imibala, usebenzise umbala owehlukile kulolo hlamvu ofuna bagxile kulo. Kanti uthisha uNtombifuthi ubeka kanjena yena: Kwa-Grade 3 into engiye ngiyenze ukuthi ngiqale ngibheke izihloko ngibheke ama-themes ngibheke izindaba, ngibuke ukuthi yiyiphi ehambisana ne-theme yangalelo sonto. Uma sengiyikhethile ngibheka amagama angase abe lukhuni kubantwana, adinga ukuchazwa. Ngiwabhala kuma-flash cards, ngiphinde ngiwasebenzise emishweni ngenze ngawo ama-sentence strips. Sengizofika-ke esikoleni ngakusasa ngiwanameke ebhodini la magama. Ngikhipha ngalinye ukuba balifunde, ngibabuze ukuthi lichazani, uma bengalazi ngibasize. Ngibakhombisa nokuthi lisebenza kanjani. Sizothi sisuka bese sakha ngalo imisho. Ngiwanameka ebhodini njalo ngenkathi bewafunda. Lapho belifunda igama ngiyaliphakamisa ngilibhekise ngakubo, balibuke. Sebezophakamisa-ke ngikhombe oyedwa ukuba alifunde, bese besho bonke. Uma sebelifundile ngilinamathisele ebhodini. Ngikwenza lokho kuwo onke engiwatomule endabeni alukhuni… uma siqeda lapho sakha imisho, sisebenzisa wona la magama emishweni. Imisho esiyakhayo kumele igcwaliswe ngawo la magama ukuze kubonakale ukuthi sebeyakwazi ukuwasebenzisa. Imisho eyakhiwayo isuke ikuma-sentence strips. Kuyacaca-ke ukuthi kungaba lukhuni ukufundisa ukufunda okubhaliwe enganeni esencane lapho izinsizakufundisa zokufunda umbhalo zingebe bikho. Ngaleyo ndlela lokhu kuveza umqondo wokuthi ukufunda kungebe namqondo ngaphandle kwazo. Nokho-ke zimbalwa izinsiza ezisetshenziswa ngothisha, ikakhulukazi njengoba kungabantwana abasebancane, abasacathula ekufundeni ilkubhaliwe. Isibonelo, abanazo izinsiza ezihambelana nonuchwepheshe banamuhla, izinsiza ezilalelwayo, ezingenza umehluko ekulekeleleni izingane ukuba zithuthuke ekufundeni okubhaliwe. 168
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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kuyindawo esengake ngahlala kuyo. N
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engingakaze ngizwe ngayo phambilini
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yokulandelisa, eyayilandela umbuzo
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kwalawo ma-themes athe ukujula impe
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ingakwazi ukwenabela kubantu, noma
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4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
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Page 153 and 154: ukuze kucace indawo ami kuyo ezinca
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 and 184: njengoba echaza ukuthi abanye abant
Page 185 and 186: Kwaqapheleka ukuthi othisha abaning
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
Page 193 and 194: ungakhulumi ngemisho enemisindo aba
Page 195: eseyifundile, uye abasize abalekele
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
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Page 217 and 218: ngokungangingizi kanye nokufunda ng
Page 219 and 220: asebenzisa ziphi izindlela namasu,
Page 221 and 222: okwenzeka kulezi zikole zombili, ko
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
Page 235 and 236: Lokhu kwaveza umqondo wokungahleli
Page 237 and 238: Lo mfundi owayenza lo msebenzi, kuy
Page 239 and 240: lokhu, okuyinto okumele ngabe uyijw
Page 241 and 242: Fig. 11 Umsebenzi womfundi 2 wesibi
Page 243 and 244: Fig. 13 Umsebenzi womfundi 4 wesibi
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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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