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ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPHO BEFUNDISA UKUFUNDA OKUBHALIWE OLIMINI LWASEKHAYA LWESIZULU: 7.3 ISINGENISO INGXENYE YESIBILI Esahlukweni esedlule ngixoxe ngokuthi othisha bakufundisa kanjani ukufunda okubhaliwe (reading) ebangeni lesibili lesiZulu ulimi lwasekhaya. Ngihlele ingxoxo ngaphansi kwezindikimba eziyisithupha, kodwa ngakhuluma ngendikimba eyodwa esahlukweni sesithupha. Kulesi sahluko ngizoxoxa ngabakwenzayo othisha lapho befundisa ukufunda okubhaliwe olimini lwasekhaya lwesiZulu ebangeni lesithathu. Ngizokhuluma ngendikimba yokuqala, ngikhombise ngokwehlukana okwenzeka kulezi zikole (iMbalenhle neGolide) endikimbeni yokuqala kuphela. Ngizobe sengixoxa ngezinye ezilandelayo izindikimba, lapho ngizobe ngingasahlukanisi okwenzeka isikole nesikole noma ikilasi nekilasi. Isizathu salokhu ukuthi kwakungekho mehluko otheni kokwakwenzeka kuwo onke amabanga futhi kuzo zombili izikole kulezi ezinye izindikimba. Kodwa lapho uvela khona umehluko, ngizochaza ngokucacile ukuze kucace ukuthi lokho okungumehluko kwakukusiphi isikole noma kuliphi ibanga. Nakhona lapha ngizobe ngizama ukuphendula umbuzongqangi wesibili othi: Othisha bakufundisa kanjani ukufunda okubhaliwe olimini lwasekhaya lwesiZulu emabangeni aphansi? Kodwa lapha njengoba sengichazile, indikimba yokuqala ibuka kuphela ibanga lesithathu, bese kuthi lezi ezinye izindikimba zididiyele okwenzeka kuzo zombili izikole. Ulwazi olwasebenza ekuphenduleni lo mbuzo lwatholakala ngokubuka othisha befundisa emakilasini. Kwakusetshenziswa isithwebulizithombe ukuqoqa ulwazi olwabe ludingeka, kanye nokuthathwa kwamanothi ayebhalwa ngesandla ngokwabe kwenzeka. Lokhu kwenzeka ngempumelelo njengoba umcwaningi wayenomsizi, okunguyena owayethwebula izithombe ngesithwebulizithombe esinesiqophamazwi. Isizathu sokuthathwa kwamanothi yize kwakunesithwebulizithombe kwakungenxa yokuthi 229
umcwaningi wayefuna ukuqiniseka ukuthi okwakwenzeka kwathatheka konke ngenxa yokuthi lapho isithwebulizithombe sasingekuthathe okuthile, amanothi ayezolekelela. Njengoba ngenzile esahlukweni sesithupha, nalapha ngizohlela ingxoxo ngokwezindikimba ezitholakele. Njengoba sengike ngachaza, zimbili izikole ezaziyingxenye yocwaningo, ngizokwenza njengoba ngenzile esahlukweni sesithupha, lapho ngixoxe ngokwehlukana okwenziwa ngothisha endikimbeni yokuqala. Ngizobe sengixoxa ngokuhlanganisa okwenzeka kuzo zombili izikole kwezinye izindikimba. Lokhu kungenxa yokuthi ucwaningo akulona olokuqhathanisa okwenzeka kulezi zikole zombili, njengoba ngichazile esahlukweni sesithupha, kepha umcwaningi wayezama ukuthola ulwazi olwanele njengoba kwakungase kwenzeke kube khona ukuphazamiseka ekuqoqweni kolwazi. Isibonelo; njengokuthi othisha bangabi bikho ngesikhathi ukuqoqwa kolwazi kuqhubeka, kube khona ukuphazamiseka okuthile okungahleliwe, njalonjalo. Nazi izindikimba engizoxoxa ngaphansi kwazo: � Okufundiswayo: Ukufundiswa kwemisindo; ukwakha, ukuhlonza, nokuchaza amagama; ukufundisa imisho kanye nezindaba. � Ukusetshenziswa kwezinsizakufundisa. � Izindlela namasu okufundisa � Ukusetshenziswa kwesiNgisi � Lapho kufundelwa khona (context) � Ukuhlola abantwana . 7.4 OTHISHA BAKUFUNDISA KANJANI UKUFUNDA OKUBHALIWE EBANGENI LESITHATHU? Njengoba ngivezile ngenhla, okwenziwa ngothisha lapho befundisa ukufunda okubhaliwe ebangeni lesithathu kuzoxoxwa ngakho kulandele izindikimba ezitholakele. Kuzoxoxwa ngendikimba yokuqala ngokwehlukana okwenzeka ezikoleni zombili, bese kwezinye izindikimba kudidiyelwa, njengoba ngichazile ngesizathu sokwenza lokhu ngenhla esingenisweni salesi sahluko. 230
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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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ngaphandle kukankamisa ‘i’. Unk
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njengoba echaza ukuthi abanye abant
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Kwaqapheleka ukuthi othisha abaning
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ongakhulumi, ngoba basuke bengekho
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Sekuzoxoxwa-ke ngaleli dada, nobeng
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uNtombifuthi waphendula kanje ngenk
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ungakhulumi ngemisho enemisindo aba
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eseyifundile, uye abasize abalekele
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Kanti uthisha uZandile ubeka kanje:
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ingaveza isithombe sakwandabazabant
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Lapho bebuzwa ukuthi ziyiphi ezinye
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Njengoba ucwaningo oluningi luveza
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Kwesinye isikhathi ngiye ngenze sam
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Page 213 and 214: 5.2.6. UKWENZA IKILASI LIKUFANELE U
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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
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Page 265 and 266: Lapho sebeqedile ukufunda amagama u
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Page 279 and 280: 7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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Page 285 and 286: T: Funda. L6: Izindaba ku-TV zaziyi
Page 287 and 288: ngezinye izindlela. Yingakho nje ng
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Page 299 and 300: T: Nizobhala isipelingi, kumele nit
Page 301 and 302: 7.3 IQOQA LESAHLUKO Kulesi sahluko
Page 303 and 304: 8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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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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