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Tenenbaum, H.R., Snow, C.E., Roach, K.A .& Kurland, I. 2005. Talking and reading science: Longitudinal data on sex differences in mother-child conversations in low income families. Applied Developmental Psychology, 26(1): 1-19, January/February. Tomasello, M. & Farrar, M.J. 1986. Joint attention and early language. Child Development, 57(6): 1454-1463, December. Torgesen, J., Morgan, S. & Davis, C. 1992. Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Pssychology, 84(3): 364-370, September. Treiman, R. 1985. Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39(1): 161-181, February. Tunmer, W. & Nesdale, A. 1982. The effects of diagraphs and pseudowords on phonemic segmentation in young children. Applied Psycholinguistics, 3(4): 299-311, November. The Learner as a Reader. 1996. Developing Reading Programmes. Ministry of Education. Wellington. New Zealand: Learning Media Limited. Uhry, J.& Ehri, L.C. 1999. Ease of segmenting two-and three-phoneme words in kindergarten: Rime cohesion or vowel salience? Journal of Educational Psychology, 91(4): 594-603, December. Vacca, J.L., Vacca, R.T., Gove, M.K., Burkey L.C., Lenhart L.A. & Mckeon, C.A. 2003. Reading and Learning to read. 5 th ed, Boston: Allyn and Bacon. Van Aswegen, L. 2008. Research and Harvard method of bibliographic citation: a research writing and style guide for postgraduate students. Cape Town: CPUT. Venter, A. 2007. Die ontwerp, implementering en evaluering van ŉ Multisensoriese Leesprogram vir Graad 3- leerders. Ongepubliseerde PhD - proefskrif. Bloemfontein. Universiteit van die Vrystaat. Vygotsky, L.S. 1978. Mind in society: The development of higher psycological processes. Cambridge MA: Harvard University Press. Wallach, M.A. & Wallach, L. 1976. Teaching All Children to Read. Chicago, Illinois: The University of Chicago. xxv
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Die belangrikheid van fonologiese e
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Abstrak In hierdie studie word daar
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Dankbetuigings Hiermee wil ek my op
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Inhoudsopgawe Verklaring ..........
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Hoofstuk 1 1.1 Inleiding Leespresta
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Ouers werk gedurende die dag en kom
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1.5 Navorsingsvrae In die studie wo
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ŉ Oorsig is gedoen, uitgebrei en g
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Hoofstuk 2 Literatuurstudie 2.1 Inl
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Daar is slegs een verskil: Die asse
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Die ontwikkeling van die voorskools
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word. Die organisering van inligtin
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die opsê van rympies, storievertel
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groter sukses behaal met konsepte s
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Alexander (2006: 3) stem saam en no
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2.6 Perspektiewe ten opsigte van vo
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Mesmer & Griffeth (2005) bevind dat
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vaardighede op ’n vroeë ouderdom
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kan onderskei tussen verskillende w
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Stanovich (1994: 281) beklemtoon ve
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Bogenoemde geselekteerde woorde, te
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Foneemidentifisering: Die herkennin
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2.10 Strategieë om lae-inkomste ou
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2.11 Leerstyle Joubert et al. (2006
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Volgens Joubert et al. (2006: 90) v
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2.12.2.2 Die klankmetode Die klankm
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dan geskryf. Die woord word op die
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leerders se vormende geletterdheid,
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single best predictor of first-year
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3.2.1 Aksienavorsing Henning, Van R
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Henning et al. (2007: 82) beskryf o
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Tydens die ontwikkeling van die int
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Onafhanklike Veranderlikes Die onaf
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observasie gebruik gemaak vir data-
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Hoofstuk 4 Die intervensieprogram 4
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Klippertjie, klappertjie Klap, klap
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Waarneming/Refleksie Les 2 Woordgeh
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Les 4: Tema: Somer Datum: 3 Maart 2
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Les 6: Tema: Diere Datum: 12 Maart
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Die resultate ten opsigte van die w
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Les 2 Datum: 30 Maart 2009 Vasleggi
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Page 119 and 120: Bibliografie Adams, M.J. 1990. Begi
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Page 123 and 124: Davies, A. & Ritchie, D. 2003. THRA
Page 125 and 126: Ehri, L.C.1999. Phases of developme
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