From word recognition skills to reading for the meaning of a science text

Kelsi J. Arends; Kathleen Fonseca

For full functionality, including active links, we recommend downloading the PDF. Certain interactive features may not operate within the embedded viewer.
Download this PDF file

Crossref Citations

1. Literacy support in practice: Grade 3 teachers’ experiences with government reading interventions
Clare Khan, Dean van der Merwe, Christopher Koekemoer
Reading & Writing vol: 16 issue: 1 year: 2025
doi: 10.4102/rw.v16i1.534

2. Towards embedded academic language development in a teacher education programme
Frieda Shingenge, Elizabeth Henning
European Journal of Teacher Education first page: 1 year: 2024
doi: 10.1080/02619768.2024.2414914

3. Reading Comprehension Level in English and Filipino of Grade IV Learners in Gumaca East District: Basis for Reading Intervention
Kristine Samson
Psychology and Education: A Multidisciplinary Journal vol: 47 issue: 6 first page: 778 year: 2025
doi: 10.70838/pemj.470606

African Online Scientific Information Systems (Pty) Ltd t/a AOSIS
Reg No: 2002/002017/07
International Tel: +27 21 975 2602
5 Hafele Street, Durbanville, Cape Town, 7550, South Africa
publishing(AT)aosis.co.za replace (AT) with @

All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
Website design & content: ©2025 AOSIS (Pty) Ltd. All rights reserved. No unauthorised duplication allowed.
By continuing to use this website, you agree to our Privacy Policy, Terms of Use and Security Policy.

________

Subscribe to our newsletter

Get specific, domain-collection newsletters detailing the latest CPD courses, scholarly research and call-for-papers in your field.

South African Journal of Childhood Education | ISSN: 2223-7674 (PRINT) | ISSN: 2223-7682 (ONLINE)