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