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'n Ortodidaktiese taakanalise van lees gebaseer op 'n kognitief-neuropsigologiese rasionaal

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dc.contributor.author Havenga EHM en
dc.date.accessioned 2016-09-22T08:37:21Z
dc.date.available 2016-09-22T08:37:21Z
dc.date.created 1988 en
dc.date.submitted 1992 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/34999
dc.description.abstract Aims to compose a cognitive-neuropsychological framework of reading as an information-processing skill in order to provide a uniform rationale. The secondary aim of the research is to develop a reading model based on cognitive-neuropsychological principles for orthodidactical practice, in order to analyse the reading problems of pupils by means of a task analysis. The study emphasises that reading is a highly complex, interactive process. The results of an empirical study, based on the criteria of the cognitive-neuropsychological reading model, indicate gaps in the breakthrough and sentence methods This finding necessitates the development of a reading method which will take the cognitive-neuropsychological approach into consideration and will thus make use of a cognitive-neuropsychological basis for curriculum design. en
dc.language Afrikaans en
dc.subject Education en
dc.subject Orthopedagogics (including orthodidactics and special education) (from primary to secondary level) (including orthodidactics and special education) (from primary to secondary level) en
dc.subject 024 Psychology en
dc.title 'n Ortodidaktiese taakanalise van lees gebaseer op 'n kognitief-neuropsigologiese rasionaal en
dc.type Masters degree en
dc.description.degree M Ed en


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