Correction

Corrigendum: Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa

Mary M. Makgato, Monicca Leseyane-Kgari, Madoda Cekiso, Itani P. Mandende, Rose Masha
African Journal of Disability | Vol 12 | a1079 | DOI: https://doi.org/10.4102/ajod.v12i0.1079 | © 2023 Mary M. Makgato, Monicca Leseyane-Kgari, Madoda Cekiso, Itani P. Mandende, Rose Masha | This work is licensed under CC Attribution 4.0
Submitted: 19 May 2022 | Published: 09 May 2023

About the author(s)

Mary M. Makgato, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa
Monicca Leseyane-Kgari, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa
Madoda Cekiso, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa
Itani P. Mandende, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa
Rose Masha, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa

Abstract

No abstract available.


Keywords

dyslexia; reading; dyslexic learner; reading instruction; teacher knowledge.

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