isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Kanti ekilasini likathisha oyedwa, okunguthisha uThandi, nakuba babenza ngendlela efanayo, kodwa yena wayegxile emsindweni ka ‘hl’. Yingakho nje izithombe namagama ayefundwa ekilasini lakhe kwakunesimelamsindo/ umsindo ka ‘hl’(Bheka iseleko sesi-9 ezelekweni ngemumva ekhasini lama-360). 6.2.1.2.3 NGOLWESITHATHU Usuku lwangoLwesithathu nalo lwalungehlukile kangako kolwangoLwesibili. Lokhu kwakwenzeka kubo bonke othisha ababeyingxenye yocwaningo esikoleni iMbalenhle. Lapho uthisha eqala isifundo wayeqala ngokuthi ababingelele, bese ethi abeze ngaphambili abafundi baz<strong>of</strong>unda amagama abakade bewafunda ngayizolo, njengoba ayevele ekhona ebhodini. Babewafunda bewaphindelela. Lapho sebewafundile uthisha wayenamathisela izithombe zamagama amahlanu ababekade bewenza ngayizolo, bewaqondanisa nezithombe. Ngalolu suku babewafunda bewaphindaphinda la magama. Emva kwalokhu uthisha wayenamagama asikiwe ayishumi. Wayenamathelisa igama negama ebhodini. La magama ayebhalwe ngombala oluhlaza okwesibhakabhaka, bese kuthi umsindo ongu ‘ph’ awubhale ngombala obomvu. Lapho elinamathelisa igama, abafundi babelifunda. Lokhu kukhombisa ukuthi uthisha wayefundisa ngemisindo kodwa futhi inhloso kwakuwukuba abafundi bathuthuke olwazini lokubona noma lokuhlonza amagama (word recognition). Babewafunda kahle abafundi la magama, bewafunda bebonke njengekilasi. Nanka lawo magama: Fig. 5 Amagama ayefundwa 1. Uphayinaphu 2. Phaka 4. Iphini 5. Pheka 7. Iphilisi 10. Phuza 3. Iphutha 6. Umphako 8. Phazamisa 9. Isiphethu 11. Isiphuzo 12. Uphaphe 203
Emva kokufunda amagama ephindelelwa, uthisha uMbali wabe esekhipha imisho esikiwe, eyayibhalwe emaphepheni aqinile amashadi. Umusho nomusho wayewukhipha uthisha, abafundi bawufunde, bese ewunamathelisa ebhodini. Kuyo yonke le misho, kwakukhona amagama anomsindo ka ‘ph’ okuyiwona okwabe kugxilwe kuwo ngalelo sonto. Nansi imisho esikiwe uthisha ayeyinamathelisa ebhodini: Fig. 6 Imisho eyayifundwa Imisho 1. UChiliza uphethe umphako 2. Bona banophayinaphu 3. Uphaphe luyaphephuka 4. Umpheki upheka ukudla 5. Uphephela uyapholisa Le misho engenhla abafundi babeyifunda ngokwamaqembu njengokukhethwa kwabo nguthisha. Ayemahlanu amaqembu lapha, njengoba nemisho yayimihlanu. Lapho sebeyifunde yonke, uthisha wayekhomba umfundi ngamunye ukuba afunde umusho bese eyohlala phansi. Kwaqapheleka ukuthi nakuba abafundi abaningi babengenabo ubunzima bokufunda le misho, babekhona ababefunda kanzima, behlulwa ukufunda, kodwa uthisha wayebalekelela ukuba bafunde, ebakhombela ngenduku izinhlamvu zamagama asemishweni. Ukubalekelela wayebaphindisela emumva emsindweni ka ‘ph’ ungakabi nankamisa, bese efaka onkamisa, ngaphambi kokuba babuyele egameni ebelibahlula. Lapho sebeyile etafuleni lemisindo eyakhe amagama asemishweni, kwakuba lula ukuyibona, bafunde-ke kangcono. Lokhu kwenzeka baze baphela bonke abafundi. Lapho sebephele bonke, uthisha wayethi mabazishayele izandla ngoba befunde kahle. Kwabonakala ukuthi abafundi bayakujabulela ukunconywa nokushaya izandla lapho benconywa nguthisha. Okwalandela lapho ukuba abafundi bakopishe imisho ababekade beyifunda injengoba injalo ezincwadini zabo. Uthisha wayebalekelela ngokubakhombisa lapho kumele babhale khona ezincwadini zabo, nokuthi baqale kuphi nomugqa ubhala. Lokhu wayekwenza ngokubhala ichashaza lapho umfundi kumele aqale khona ukubhala 204
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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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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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feminists, yama-constructivists, ya
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ewufundayo, indawo lapho esuke ifun
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ulwazi olusha nolwazi abavele benal
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ndawo lapho lukhulunywa khona kanti
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ukuze kucace indawo ami kuyo ezinca
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ukuze kuthi lapho esekhulile, kuthi
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Oluningi ucwaningo lwaluvama ukubhe
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Baningi abazali abangakhulumi nezin
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umphakathi nakho konke okuyizungezi
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oqinisekisa ukuthi ukufunda okubhal
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ngoba konke lokhu kuzomsiza ekuthen
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ibeka ukuthi ulwazi lwemisindo lush
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I- Teachers Handbook for Teaching R
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4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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ngokuqondisisa kuncike olwazini umf
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Kanjalo ne-The Reading Comprehensio
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ilandela imiyalelo edingwa yimibuzo
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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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 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
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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: Fig. 4 Umsebenzi owawubhalwa ekilas
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
Page 245 and 246: ngokwakwenzeka esikoleni iGolide en
Page 247 and 248: L: Uphethwe yikhanda T: Omunye futh
Page 249 and 250: Reading Rockets, 2009; Zimmermann &
Page 251 and 252: 6.2.2.4 NGOLWESINE NgoLwesine uthis
Page 253 and 254: Kule ndaba kuyakhombisa ukuthi uthi
Page 255 and 256: ngamunye umusho akhombe ingane ukub
Page 257 and 258: okubhaliwe kumfundi. Okwenzeka kule
Page 259 and 260: umcwaningi wayefuna ukuqiniseka uku
Page 261 and 262: 7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
Page 263 and 264: Nakuba ebangeni lesithathu amagama
Page 265 and 266: Lapho sebeqedile ukufunda amagama u
Page 267 and 268: L: Ingwici. T: Konje uma uphethwe i
Page 269 and 270: Fig. 19 Imisho eyayigcwaliswa ngaba
Page 271 and 272: amabili ayewahlukanisile ekilasini.
Page 273 and 274: ebhodini, bese ethi abakhe imisho n
Page 275 and 276: ubudlelwano nokufundwa kombhalo, ng
Page 277 and 278: T: Ake siphinde siwafunde sonke fut
Page 279 and 280: 7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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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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