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Investigating the Comprehension Iceberg: Developing Empirical Benchmarks for Early-grade Reading in Agglutinating African Languages

dc.contributor.authorSpaull, Nicholas
dc.contributor.authorPretorius, Elizabeth
dc.contributor.authorMohohlwane, Nompumelelo
dc.date.accessioned2021-02-24T11:47:16Z
dc.date.available2021-02-24T11:47:16Z
dc.date.issued2020
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16105
dc.descriptionRLOs
dc.description
dc.description.abstractReading development in agglutinating African languages is a relatively under-researched area. While numerous studies highlight the low comprehension levels among learners reading in African languages in South Africa, little has been done to probe beneath this ‘comprehension iceberg’ in terms of decoding skills.
dc.publisherAOSIS
dc.rights.urihttps://creativecommons.org/licenses/by/4.0
dc.titleInvestigating the Comprehension Iceberg: Developing Empirical Benchmarks for Early-grade Reading in Agglutinating African Languages
dc.typeArticle
dc.rights.holder© 2020 Elizabeth Pretorius, Nicholas Spaull, Nompumelelo Mohohlwane
dc.identifier.externalurihttp://dx.doi.org/10.4102/sajce.v10i1.773
dc.identifier.agES/N01023X/1
dc.identifier.doi10.4102/sajce.v10i1.773


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Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0