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Search on : CEKISO, MADODA [Author]
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 Cekiso, Madoda, Meyiwa, Thenjiwe and Mashige, Mashudu Foundation Phase teachers' experiences with instruction in the mother tongue in the Eastern Cape. SAJCE, 2019, vol.9, no.1, p.1-10. ISSN 2223-7682
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 Olifant, Tilla, Cekiso, Madoda and Rautenbach, Eunice Critical reading perceptions and practices of English First Additional Language learners in Gauteng, Tshwane South district. Reading & Writing, 2020, vol.11, no.1, p.1-11. ISSN 2308-1422
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 Olifant, Tilla, Cekiso, Madoda and Rautenbach, Eunice Teachers' perceptions of Grades 8-10 English First Additional Language learners' reading habits, attitudes and motivation. Reading & Writing, 2019, vol.10, no.1, p.1-11. ISSN 2308-1422
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 Cekiso, Madoda. Teachers' perceptions of reading instruction in selected primary schools in the Eastern Cape. Reading & Writing, 2017, vol.8, no.1, p.1-8. ISSN 2308-1422
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 Makhura, Thuli M. et al. Students' perceptions of the inclusion of the English Word Power programme at one university in South Africa. Literator, 2021, vol.42, no.1, p.1-11. ISSN 2219-8237
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 Majola, Yanga L.P., Ditsele, Thabo and Cekiso, Madoda Learners' attitudes towards the recognition and development of isiBhaca in the education space in Umzimkhulu, KwaZulu-Natal, South Africa. Literator, 2019, vol.40, no.1, p.1-10. ISSN 2219-8237
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 Makgato, Mary M. et al. Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa. Afr. j. disabil. (Online), 2022, vol.11, p.1-12. ISSN 2226-7220
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 Leseyane, Monicca et al. Dyslexic learners' experiences with their peers and teachers in special and mainstream primary schools in North-West Province. Afr. j. disabil. (Online), 2018, vol.7, p.1-7. ISSN 2226-7220
    · abstract in english    · text in english


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