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 |