Turning 'learning to read' into 'reading to learn': conclusions from a Limpopo literacy study

dc.date.accessioned	2009-01-08	en
dc.date.accessioned	2023-08-29T16:02:04Z
dc.date.available	2023-08-29T16:02:04Z
dc.date.issued	2015-08-25	en
dc.identifier.uri	http://hdl.handle.net/20.500.11910/5085
dc.description.abstract	Learner achievement levels are low in South Africa. Concerns are based on the well-documented findings from systemic evaluations at the grade 3, 6 and 9 levels by the Department of Education itself, and even annual matriculation results, and from international comparisons from global studies on low proficiency in language, literacy, mathematics and science at various grade levels.	en
dc.format.medium	Intranet	en
dc.subject	LITERACY	en
dc.subject	LIMPOPO PROVINCE	en
dc.subject	READING	en
dc.subject	EDUCATION	en
dc.title	Turning 'learning to read' into 'reading to learn': conclusions from a Limpopo literacy study	en
dc.type	Journal Article	en
dc.description.version	N	en
dc.ProjectNumber	N/A	en
dc.Volume	6(4)	en
dc.BudgetYear	2008/09	en
dc.ResearchGroup	Education, Science and Skills Development	en
dc.SourceTitle	HSRC Review	en
dc.ArchiveNumber	5608	en
dc.PageNumber	7-8	en
dc.outputnumber	4153	en
dc.bibliographictitle	Prinsloo, C. (2008) Turning learning to read into reading to learn: conclusions from a Limpopo literacy study. HSRC Review. 6(4):7-8. http://hdl.handle.net/20.500.11910/5085 http://hdl.handle.net/20.500.11910/5085	en
dc.publicationyear	2008	en
dc.contributor.author1	Prinsloo, C.	en

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