Kaapse Skiereilandse Universiteit van Tegnologie

Baker, L. Afflerbach, P. &. Reinking, D. 1997. Developing engaged readers in school and home
communities. 3-20. Mahwah, NJ: Erlbaum.
Ball, E.W. & Blachman, B.A. 1991. Does phoneme awareness training in kindergarten make a
difference in early word recognition and developmental spelling? Reading Research Quarterly, 26(1):
49-66, March.
Bandura, A. 1977. Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Beaumie, K. 2007. From Emerging Perspectives on Learning, Teaching and Technology.University of
Georgia.
http://projects.coe.uga.edu [5 October 2005].
Berg, B.L. 1995. Qualitative research methods for the social sciences. 2 nd ed. Boston: Allyn & Bacon.
Berg, M. & Stegelman, T. 2003. The Critical Role of Phonological and Phonemic Awareness in
Reading Success: A Model for Early Literacy in Rural Schools. Rural Special Education Quarterly, 22
(4): 47-53, Fall.
Berk, L.E. 2003. Child Development. 6 th ed. Boston: Allyn & Bacon.
Berk, L.E. 2007. Development through the lifespan. 4 th ed. Boston: Allyn & Bacon.
Bertelson, P. 1986. The onset literacy: Cognitive processes in reading acquisition. Cambridge, MA:
The MIT Press.
Bennett, K.K., Weigel, D.J. & Martin, S.S. 2002. Children’s acquisition of early literacy skills:
Examining family contributions. Early Childhood Research Quarterly, 17: 295-317. August.
Booyse, A.M. 1990. Die begaafde onderpresteerder. In J.A. Kapp. (red.). Kinders met probleme: ʼn
ortopedagogiese perspektief. Pretoria. Van Schaik.
Botha, D. 2008. Read Educational Trust: a Balanced Language Programme Handbook.
Johannesburg: Edcon.
Bradley, B. & Jones, J. 2007. Sharing alphabet books in early childhood classrooms. The Reading
Teacher, 60(5): 452-463, February.
ix