International elementary schools and interrupted students : a study of curriculum, pedagogically-engaged time and reading development

This dissertation is concerned with the question of how reading development is influenced by the increase of pedagogically-engaged time amongst interrupted students within a particular curriculum. The study arose from observations that students of an interrupted educational background seemed to be achieving at a lower reading level than uninterrupted students - and thus, the study sought to establish the possible reasons and remedies for this problem. This study was primarily located at the American International School of Cape Town (AISCT), Cape Town, South Africa; and secondarily located at the Washington International School, Washington, D.C., United States of America.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2008

Author dc:creator

• Pritchard, Catherine Cutchins

Advisor dc:contributor.advisor

• Muller, Johan

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/10660

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/10660