A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context-Reference-Cited by-同舟云学术

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A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context

Published:2024-02-17 Issue:1-2 Volume:29 Page:69-103
ISSN:1380-3611
Container-title:Educational Research and Evaluation
language:en
Short-container-title:Educational Research and Evaluation

Author:

Carter Jane¹,Podpadec Tessa¹,Pillay Pravina²,Babayiğit Selma³,Gazu Khulekani Amegius²⁴

Affiliation:

1. School of Education and Childhood, University of the West of England, Bristol, UK

2. Department of Arts and Languages Education, University of Zululand, Kwazulu-Natal, Republic of South Africa

3. Department of Health and Social Sciences, University of the West of England, Bristol, UK

4. Department of English Studies, University of South Africa, Pretoria, Republic of South Africa

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/13803611.2024.2314522

Reference76 articles.

1. Clarifying Differences Between Reading Skills and Reading Strategies

2. A review and analysis of research on the test-retest reliability of professional judgment

3. Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths

4. Enhancing the vocabulary of isiXhosa mother tongue speakers in grade 4 to 6 in Afrikaans schools;Basson M.;Tydskrif vir Geesteswetenskappe,2013

5. Instructional principles used to teach critical comprehension skills to a Grade 4 learner

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