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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ579873
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1011-3487
Understanding and Responding to Student Learning Difficulties within the Higher Education Context: A Theoretical Foundation for Developing Academic Literacy.
Amos, T. L.; Fischer, S.
South African Journal of Higher Education, v12 n2 p17-23 1998
Drawing on experience in South Africa, college-student learning difficulties are approached as problems in accessing and mastering the cognitive processes needed to develop the specific academic literacy required for the disciplines. Based on this theory, the article argues for integration of such academic development into mainstream discipline-based teaching and learning activities in the tutorial system used. (Author/MSE)
Descriptors: Academic Education, Cognitive Processes, College Preparation, College Students, Foreign Countries, Higher Education, Intellectual Disciplines, Intervention, Learning Problems, Learning Processes, Student Needs
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: South Africa