SAJCE South African Journal of Childhood Education 2223-7674 2223-7682 AOSIS SAJCE-12-1176 10.4102/sajce.v12i1.1176 Correction Corrigendum: Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius https://orcid.org/0000-0002-2478-4386 Veerabudren Sattiavany 1 https://orcid.org/0000-0003-0327-8756 Kritzinger Alta 1 https://orcid.org/0000-0003-3125-5834 Ramasawmy Savila T. 2 https://orcid.org/0000-0002-0856-0737 Geertsema Salome 1 https://orcid.org/0000-0001-7739-4907 le Roux Mia 1 Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa Department of Mathematics, Faculty of Education, Mauritius Institute of Education, Reduit, Mauritius Corresponding author: Sattiavany Veerabudren, sattiavany92@gmail.com 14042022 2022 12 1 1176 © 2022. The Authors 2022 Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.

In the original article published, Veerabudren, S., Kritzinger, A. & Ramasawmy, S.T., 2021, ‘Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius’, South African Journal of Childhood Education 11(1), a1023. https://doi.org/10.4102/sajce.v11i1.1023, Salome Geertsema and Mia le Roux was not included as authors in the published article. The corrected authorship list, associated affiliations and the Author Contributions Statement appears below.

Authors’ contributions

S.V., A.K., S.G. and M.L.R. authors planned the study; S.V. Collected the data and wrote the article. A.K. reviewed the manuscript. S.T.R. carried out the statistical analysis and reviewed the manuscript. All authors provided critical feedback and helped shape the research, analysis and manuscript.

The authors apologise for this error. The correction does not change the study’s findings of significance or overall interpretation of the study’s results or the scientific conclusions of the article in any way.

How to cite this correction: Veerabudren, S., Kritzinger, A., Ramasawmy, S.T., Geertsema, S. & Le Roux, M., 2022, ‘Corrigendum: Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius’, South African Journal of Childhood Education 12(1), a1176. https://doi.org/10.4102/sajce.v12i1.1176

Note: DOI of original article published: https://doi.org/10.4102/sajce.v11i1.1023