Differentiated instruction for Grade 3 reading challenges: South African teachers in full-service schools
Background: We analysed the use of differentiated reading support by Grade 3 teachers and learning support teachers to help learners with barriers to reading in three full-service schools in Tshwane North District in Gauteng Province, South Africa. Objectives: The study explored how Grade 3 teacher...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2025-05-01
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| Series: | African Journal of Disability |
| Subjects: | |
| Online Access: | https://ajod.org/index.php/ajod/article/view/1549 |
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