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The impact of the intensity of a contextualised phonics intervention on striving second grade readers
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-...
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2015
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| _version_ | 1867613245832953856 |
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| access_status_str | Open Access |
| author | Dunn, Bonita Miriam |
| author2 | Verbeek, Clare |
| author_browse | Dunn, Bonita Miriam Verbeek, Clare |
| author_facet | Verbeek, Clare Dunn, Bonita Miriam |
| author_sort | Dunn, Bonita Miriam |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/13699 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:05.164Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/13699 The impact of the intensity of a contextualised phonics intervention on striving second grade readers Dunn, Bonita Miriam Verbeek, Clare Education 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. 2015-08-10T06:55:47Z 2015-08-10T06:55:47Z 2015 Master Thesis Masters MEd http://hdl.handle.net/11427/13699 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Dunn, Bonita Miriam The impact of the intensity of a contextualised phonics intervention on striving second grade readers |
| thesis_degree_str | Master's |
| title | The impact of the intensity of a contextualised phonics intervention on striving second grade readers |
| title_full | The impact of the intensity of a contextualised phonics intervention on striving second grade readers |
| title_fullStr | The impact of the intensity of a contextualised phonics intervention on striving second grade readers |
| title_full_unstemmed | The impact of the intensity of a contextualised phonics intervention on striving second grade readers |
| title_short | The impact of the intensity of a contextualised phonics intervention on striving second grade readers |
| title_sort | impact of the intensity of a contextualised phonics intervention on striving second grade readers |
| topic | Education |
| url | http://hdl.handle.net/11427/13699 |
| work_keys_str_mv | AT dunnbonitamiriam theimpactoftheintensityofacontextualisedphonicsinterventiononstrivingsecondgradereaders AT dunnbonitamiriam impactoftheintensityofacontextualisedphonicsinterventiononstrivingsecondgradereaders |