Letter-sound by letter-sound: making sense of written texts in the early grades : evidence from alphabetic languages in South Africa

Wilsenach, Carien

dc.contributor.author	Wilsenach, Carien
dc.date.accessioned	2024-05-09T12:07:25Z
dc.date.available	2024-05-09T12:07:25Z
dc.date.issued	2023-03-16
dc.identifier.uri	https://hdl.handle.net/10500/31173
dc.description.abstract	Background context: foundations of reading, reading statistics in South Africa, and the reading wars. Cognitive-linguistic skills as predictors of reading development. Evidence from Northern Sotho, isiZulu, and isiXhosa: the importance of developing cognitive-linguistic skills and early literacy skills in the ECD and foundation phase. Implications for reading instruction in African languages.	en
dc.language.iso	en	en
dc.subject	Letter-sound	en
dc.subject	Alphabetic	en
dc.subject	Languages	en
dc.subject.lcsh	Alphabet -- Study and Teaching (Primary) -- South Africa	en
dc.subject.lcsh	Phonetics -- Study and Teaching (Primary) -- South Africa	en
dc.subject.lcsh	Reading (Primary) – South Africa	en
dc.subject.lcsh	Phonological awareness in children
dc.subject.lcsh	Northern Sotho language -- Study and Teaching (Primary) -- South Africa
dc.subject.lcsh	Zulu language -- Study and Teaching (Primary) -- South Africa
dc.subject.lcsh	Xhosa language -- Study and Teaching (Primary) -- South Africa
dc.title	Letter-sound by letter-sound: making sense of written texts in the early grades : evidence from alphabetic languages in South Africa	en
dc.type	Inaugural Lecture	en
dc.description.department	Linguistics and Modern Languages	en