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The relationship between reading difficulties and academic perfomance among a group of foundation phase laerners who have been: identified as experiencing difficulty with reading and referred for reading remediation

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dc.contributor.advisor Nzima, D.R.
dc.contributor.author Oberholzer, Bronwen
dc.date.accessioned 2010-02-04T08:33:05Z
dc.date.available 2010-02-04T08:33:05Z
dc.date.issued 2005
dc.identifier.uri http://hdl.handle.net/10530/238
dc.description Submitted in part fulfilment of the requirements for the degree of M Ed (Ed. Psych) in the Department of Educational Psychology at the University of Zululand, 2005. en_US
dc.description.abstract Reading is generally considered to be a critical skill, both within and beyond the walls of the classroom. Its importance for academic success within a school is unlikely to be contested by many people. Reading is well-integrated into our education system generally, such that educational or academic success is almost synonymous with reading success. With this in mind, the purpose of this research was to examine the relationship between reading difficulties and academic performance. To this end a group of Foundation Phase learners were selected on the basis of having an already identified reading difficulty. Using data from their school academic progress reports and from a scholastic assessment carried out by an educational psychologist, correlations were calculated between the learners' reading ability and academic performance. The research findings showed no significant correlation. These results were not in line with the general opinion supported by the literature, in that the children's reading difficulties did not appear to be impacting negatively on their academic potential. Various factors are discussed as possible explanations for this phenomenon. en_US
dc.language.iso en en_US
dc.subject Reading difficulties en_US
dc.subject Academic performance en_US
dc.title The relationship between reading difficulties and academic perfomance among a group of foundation phase laerners who have been: identified as experiencing difficulty with reading and referred for reading remediation en_US
dc.type Thesis en_US


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