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dc.contributor.advisor McCabe, R.V. Lekota, K.B. 2015-08-04T08:44:51Z 2015-08-04T08:44:51Z 2014
dc.description Thesis ( M.A. (English Studies) --University of Limpopo, 2014 en_US
dc.description.abstract Research shows that successful readers make use of prior knowledge. This is supported by schemata theory (Herczog & Porter, 2012; Xigo-hui, Jun & Wei-hua, 2007; Zhang 1993). In this study, the researcher intended to increase the schema of the selected sample and test the theorem. Two groups were selected as samples comprising an experimental group and a control group. The experimental group had the advantage of being exposed to a topic over a month and on the day of the test the two groups were combined and the results from the test were analysed. The outcomes showed that the experimental group out-performed the control group proving that prior knowledge increases chances of comprehension. In the initial test both groups had performed poorly. Many learners in the experimental group would have performed better if they could comprehend the English language. The students who used their schema on the experimental group did better than those who did not. en_US
dc.description.sponsorship the National Research Foundation en_US
dc.format.extent viii, 83 leaves en_US
dc.language.iso en en_US
dc.publisher University of Limpopo en_US
dc.relation.requires pdf version en_US
dc.subject Comprehension strategies en_US
dc.subject Prior knowledge en_US
dc.subject Cognitive strategy en_US
dc.subject Primary school learners en_US
dc.subject.ddc 372.10968 en_US
dc.subject.lcsh Learning ability en_US
dc.subject.lcsh Education,Elementary --South Africa en_US
dc.title Reading comprehension strategies:the use of prior knowledge as a cognitive strategy by grade 6 learners in a primary school in the Lephalale area en_US
dc.type Thesis en_US

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