The impact of the intensity of a contextualised phonics intervention on striving second grade readers

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dc.contributor.advisorVerbeek, Clareen_ZA
dc.contributor.authorDunn, Bonita Miriamen_ZA
dc.date.accessioned2015-08-10T06:55:47Z
dc.date.available2015-08-10T06:55:47Z
dc.date.issued2015en_ZA
dc.description.abstractThis small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology.en_ZA
dc.identifier.apacitationDunn, B. M. (2015). <i>The impact of the intensity of a contextualised phonics intervention on striving second grade readers</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13699en_ZA
dc.identifier.chicagocitationDunn, Bonita Miriam. <i>"The impact of the intensity of a contextualised phonics intervention on striving second grade readers."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2015. http://hdl.handle.net/11427/13699en_ZA
dc.identifier.citationDunn, B. 2015. The impact of the intensity of a contextualised phonics intervention on striving second grade readers. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Dunn, Bonita Miriam AB - This small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - The impact of the intensity of a contextualised phonics intervention on striving second grade readers TI - The impact of the intensity of a contextualised phonics intervention on striving second grade readers UR - http://hdl.handle.net/11427/13699 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13699
dc.identifier.vancouvercitationDunn BM. The impact of the intensity of a contextualised phonics intervention on striving second grade readers. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13699en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleThe impact of the intensity of a contextualised phonics intervention on striving second grade readersen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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