In the secondary school situation, a pupil needs to read to learn, therefore it is
imperative to comprehend what is read. Reading comprehension is one of the two
functions of reading and it is dependent on the abilities of the reader, the reader's
interpretation of the text and the context in which the text is read. In examining
reader characteristics, it is evident that it is very difficult for learning disabled
pupils with a reading comprehension deficit to comprehend successfully. Their
ยท unique problems can be exacerbated by such external factors as text components
and the context in which the reading takes place. Reading comprehension has
been instructed to learning disabled secondary school pupils using reading methods
and strategies, to facilitate reading comprehension. From this practical experience
and the literature studied, guidelines have been formulated for teachers to use to
improve the reading comprehension skills of learning disabled secondary school
pupils. / Educational Studies / M. Ed. (Orthopedagogics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17171 |
| Date | 11 1900 |
| Creators | Lategan, Irene Anne Stewart |
| Contributors | Booyse, A. M. (Adriana Magdalena) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (269 leaves) : illustrations |
Page generated in 0.0022 seconds