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

Havenga EHM

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