Full Text Available

Access Repository Access Repository

Note: Clicking the button above will open the full text document at the original institutional repository in a new window.

Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes

Dissertation (MEd (General))--University of Pretoria, 2025.

Saved in:

Bibliographic Details
Other Authors:	Thuketana, Nkhensani Susan
Format:	Thesis
Language:	English
Published:	University of Pretoria 2025
Subjects:	UCTD Sustainable Development Goals (SDGs) RAVE-O programme Inclusive education Foundation phase Intervention Dyslexia Dyslexic District based support teams Foundation phase teacher Foundation phase learner Primary education Quality education Inclusive classes Intervention strategy Learning support Intellectual disability
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items: Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes

Quick Look
A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention
Quick Look
Perceptions of Foundation Phase mainstream school teachers regarding differentiated assessment
Quick Look
The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes
Quick Look
Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context
Quick Look
Teaching reading to learners with intellectual developmental disorders : practices in the Foundation Phase
Quick Look
Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho
Quick Look
Designing a supportive intervention in Mathematics for Grade 1 learners
Quick Look
Foundation phase teachers’ views on the role of proprioceptive development in school readiness
Quick Look
The Acculturation on immigrant children in the foundation phase
Quick Look
Die leerondersteuningonderwyser se persepsie rakende die benutting van spelterapie vir grondslagfase-leerders met besondere onderwysbehoeftes (Afrikaans)
Quick Look
Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools
Quick Look
Perceptions of best practices for teaching literacy to Foundation Phase learners with blindness
Quick Look
Teachers' perspectives on iPad usage for learners with dyslexia in the intermediate phase
Quick Look
Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools
Quick Look
Departmental heads’ and teachers’ understanding and implementation of the assessment policy statement in the foundation phase
Quick Look
Promotion and practice of discipline in the Foundation Phase : creating a culturally responsive learning environment
Quick Look
The impact of malaria on Foundation Phase teaching and learning
Quick Look
The impact of insufficient school readiness on learning in Grade 1 : teachers’ experiences and concerns
Quick Look
Perspectives of Grade 1 teachers on the need for teaching assistants
Quick Look
The roles of the principal and the SBST in supporting teachers teaching inclusive education
Quick Look
Corrective actions for indecisive behaviour of Foundation Phase learners during art activities
Quick Look
The transition of individuals within a twinship from Grade R through to Grade 2
Quick Look
Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school
Quick Look
A survey of learners with complex communication needs (CCN) in the foundation phase of selected special schools in the Western Cape Province of South Africa