000			01586nam a22002657a 4500
003			ZW-GwMSU
005			20210421143704.0
008			210421b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aCommeyrus, M. _eauthor
245	1	2	_aA review of literature on reading in Botswana primary schools/ _cM. Commeyrus
264			_aPretoria: _bUnisa Press and Routledge, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 10 , number 2,
520			_aIn this review the authors considered all the documents pertaining to the teaching of reading in Botswana primary schools from independence to the present. The purpose was to get the big picture with regard to the status of reading education. The results are reported in four categories: (1) Reading in the Classroom; (2) Reading and Policy; (3) Reading Performance; and (4) Reading Outside of School. We conclude with recommendations for a better alignment between policy and teaching practices along with better teacher preparation for teaching early reading. We include a call for early interventions to prevent students being left behind in the first years of schooling and efforts to build connections between families and schools to support literacy learning
650	4		_aReading education
650	4		_aPrimary schools
650	4		_zBotswana
700			_aKetsitlile L.E. _eauthor
856			_uhttps://doi.org/10.1080/18146627.2013.808794
942			_2lcc _cJA
999			_c156621 _d156621