Reading comprehension and strategy awareness of Grade 11 English second language learners by Madoda Cekiso

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Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape by Madoda Cekiso

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Students’ perceptions of lecturers’ motivational strategies and their attitudes towards the English language and an academic English module by Maria Mushaathoni, Madoda Cekiso

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Teachers’ understanding and use of visual tools in their numeracy classrooms: A case study of two primary schools in Gauteng by Corle Smith, Madoda Cekiso

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Reading strategies used by Grade 9 English Second Language learners in a selected school by Madoda Cekiso, Nophawu Madikiza

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Teachers’ perceptions of Grades 8–10 English First Additional Language learners’ reading habits, attitudes and motivation by Tilla Olifant, Madoda Cekiso, Eunice Rautenbach

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Variables Impacting Academic Writing: An Investigation of First-year TVET Students’ Writing Performance by Angelo Meyers, Cornelia Smith, Madoda Cekiso

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Foundation Phase teachers’ experiences with instruction in the mother tongue in the Eastern Cape by Madoda Cekiso, Thenjiwe Meyiwa, Mashudu Mashige

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Erratum: Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation by Florence M. Olifant, Naomi Boakye, Madoda Cekiso

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Translanguaging in a Northern Sotho classroom: A case study of Khelobedu-speaking learners and their teachers in the Foundation Phase in Mopani District by Tsebo Ramothwala, Itani P. Mandende, Madoda Cekiso

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First-year English Additional Language students’ insight and attitudes on blended learning methods in academic writing by Fabian A.W. Meyers, Cornelia Smith, Madoda Cekiso

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Dyslexic learners’ experiences with their peers and teachers in special and mainstream primary schools in North-West Province by Monicca Leseyane, Peter Mandende, Mary Makgato, Madoda Cekiso

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Factors affecting Grade 6 learners’ reading performance in a rural school in Maluti, South Africa by Madoda Cekiso, Tsielo Rabelemane, Jay Jadezweni, Itani P. Mandende, Marius Dieperink

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Corrigendum: Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa by Mary M. Makgato, Monicca Leseyane-Kgari, Madoda Cekiso, Itani P. Mandende, Rose Masha

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Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa by Mary M. Makgato, Monicca Leseyane-Kgari, Madoda Cekiso, Itani P. Mandende, Rose Masha

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