Kaapse Skiereilandse Universiteit van Tegnologie
Kaapse Skiereilandse Universiteit van Tegnologie Kaapse Skiereilandse Universiteit van Tegnologie
Fleming, D.S. 2000. The AEL Guide to Action Research. Washington, DC. Fountas, I.C. & Pinnell, G.S.1996. Guided Reading. Portsmouth, NH: Heinemann. Garbers, W.H. 1980. Learning disabilities and brain function: a neuropsychological approach. New York: Springer Report. Gay, L.R. 1996. Educational research competences for analysis and application. New Jersey: Pretince – Hall. Gillam, R.B. & van Kleeck, A. 1996. Phonological awareness training and short-term working memory: Clinical implications. Language Disorders, 17(1): 72-81, September. Goshwami, U. & Mead, F. 1992. Onset and Rime Awareness and Analogies in Reading. Reading Research Quarterly, 27 (1): 153-162, Spring. Goswami, U. 2000. Phonological Representations, Reading Development and Dyslexia: Towards a Cross-Linguistic Theoretical Framework. Dyslexia, 6(2): 133-151, April/June. Griffith, P., Klesius, J. & Kromrey, J. 1992. The effect of phonemic awareness on the literacy development of first grade children in a traditional or whole language classroom. Journal of Research in Chidhood Education, 6(2): 85-92, Spr-Sum. Griffith, P. 1991. Phonemic awareness helps first graders invent spellings and third graders remember correct spellings. Journal of Reading Behavior, 23(2): 215-233, February. Grové, M.C. & Hauptfleisch, H.M. 1988. Remediërende Onderwys in die primêre skool. Pretoria: De Jager-Haum Publishers. Grové, M.C. & Hauptfleisch, H.M. 1992. Trapklippies: ʼn Program vir skoolgereedheid Deel 2 Onderwyserhandleiding: Pretoria: De Jager-Haum Publishers. Gough, P., Ehri, L.C & Treiman R. 1992. (eds), Reading acquisition. 145-174. Hillsdale, NJ: Erlbaum. Gunning, T.G. 2000. Creating literacy instruction for all children. Boston: Allyn & Bacon. Hatcher, P.J., Hulme, C. & Ellis, A. 1994. Amcliorating early reading failure by integrating the teaching of reading and phonological skills. Child Development, 65(1): 41-57, February. xv
Hatcher, P.J., Hulme, C. & Snowling M.J. 2004. Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology 45(2): 338-358, February. HAT. 2005. Die Verklarende Handwoordeboek van die Afrikaanse Taal. 5 de Uitgawe. Kaapstad: CTP Boekdrukkers. Henning, E., Van Rensburg, W. & Smit, B. 2007. Finding your way in qualitative research. Pretoria: Van Schaik Uitgewers. Hess, R.D. & Halloway, S. 1984: Family and schools as educational institutions. In Review of Child Development Research, ed.R.D. Parke. Chicago: University of Chicago Press. Hoff-Ginsberg, E. 1991. Mother-child conversation in different social classes and communicative settings. Child development, 62(4): 782-796, August. Hohnen, B. & Stevenson, J. 1999. The Structure of genetic influence on general cognitive, language, phonological and reading abilities. Development psychology, 35(2): 590-603, March. Honig, A.S. & Hirallal, A. 1998. Which count more for excellence in childcare staff- years in service, education level or ECE coursework? Early Child Development & Care, 145(2): 31-46. June Honig, B.1997. Reading the right way: What research and best practices say about eliminating failure among beginning readers. School Admiministrator, 54(8): 6-15, September. Howie, S., Venter, E., van Staden, S., Zimmerman, L., Long, C., Scherman, V. & Archer, E. 2008. South African Children's Reading Achievement. PIRLS 2008 Summary Report. Huebner, C.E. & Meltzoff, A.N. 2005. Intervention to change parent-child reading style: A comparison of instructional methods. Applied Developmental Psychology, 26(3): 296-313, May/June. Hugo, A.J., le Roux, S.G., Muller,H. &. Nel, N. 2005. Phonological awarenessand the minimising of reading problems: a South African perspective. Journal for Language Teaching, 39(2): 210-225, June. Hulme, C. 2002. Phonemes, rimes, and the mechanism of early reading development. Journal of Exprimental Child Psychology, 82(1): 58-64, May. xvi
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Hatcher, P.J., Hulme, C. & Snowling M.J. 2004. Explicit phoneme training combined with phonic<br />
reading instruction helps young children at risk of reading failure. Journal of Child Psychology 45(2):<br />
338-358, February.<br />
HAT. 2005. Die Verklarende Handwoordeboek <strong>van</strong> die Afrikaanse Taal. 5 de Uitgawe. Kaapstad:<br />
CTP Boekdrukkers.<br />
Henning, E., Van Rensburg, W. & Smit, B. 2007. Finding your way in qualitative research. Pretoria:<br />
Van Schaik Uitgewers.<br />
Hess, R.D. & Halloway, S. 1984: Family and schools as educational institutions. In Review of Child<br />
Development Research, ed.R.D. Parke. Chicago: University of Chicago Press.<br />
Hoff-Ginsberg, E. 1991. Mother-child conversation in different social classes and communicative<br />
settings. Child development, 62(4): 782-796, August.<br />
Hohnen, B. & Stevenson, J. 1999. The Structure of genetic influence on general cognitive, language,<br />
phonological and reading abilities. Development psychology, 35(2): 590-603, March.<br />
Honig, A.S. & Hirallal, A. 1998. Which count more for excellence in childcare staff- years in service,<br />
education level or ECE coursework? Early Child Development & Care, 145(2): 31-46. June<br />
Honig, B.1997. Reading the right way: What research and best practices say about eliminating failure<br />
among beginning readers. School Admiministrator, 54(8): 6-15, September.<br />
Howie, S., Venter, E., <strong>van</strong> Staden, S., Zimmerman, L., Long, C., Scherman, V. & Archer, E. 2008.<br />
South African Children's Reading Achievement. PIRLS 2008 Summary Report.<br />
Huebner, C.E. & Meltzoff, A.N. 2005. Intervention to change parent-child reading style: A<br />
comparison of instructional methods. Applied Developmental Psychology, 26(3): 296-313, May/June.<br />
Hugo, A.J., le Roux, S.G., Muller,H. &. Nel, N. 2005. Phonological awarenessand the minimising of<br />
reading problems: a South African perspective. Journal for Language Teaching, 39(2): 210-225, June.<br />
Hulme, C. 2002. Phonemes, rimes, and the mechanism of early reading development. Journal of<br />
Exprimental Child Psychology, 82(1): 58-64, May.<br />
xvi
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