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- W2247241537 abstract "Die verband tussen leesvermoe en skolastiese sukses is geensins onbeduidend nie. Diegene wat skolasties swak vaar, is ook swak lesers, en om hulle te kan help, moet ons die aard van hulle probleme beter begryp. In hierdie artikel kom 'n paar verskille tussen ‘goeie’ en ‘swak’ lesers, spesifieke begripsprobleme wat swak lesers in die leerkonteks er-vaar, en enkele veranderlikes wat met suksesvolle leer berband hou, onder die loep. Daar word van die standpunt uitgegaan dat sommige van die heersende teoriee oor lees wat op woordeskat en agtergrondskennis berus, nie genoegsame verantwoording bied vir die begripsprobleme wat swak lesers ervaar nie. Leesbegrip en suksesvolle aanleer word as manifestasies van hoeroee kognitiewe prosesse beskou. 'n Raamwerk word voorgestel vir die beskrywing van die kognitiewe verskille tussen goeie en swak lesers in die leer konteks ingevolge generatiewe en onverwerkte (‘inert’) inligtingsprosesseringswyses. Ten slotte word enkele pedagogiese implikasies oorweeg." @default.
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- W2247241537 date "1996-11-01" @default.
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- W2247241537 title "Reading in the learning context: The role of cognitive variables" @default.
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- W2247241537 doi "https://doi.org/10.1080/10118063.1996.9724069" @default.
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