CORRECTION

 

Corrigendum: Teachers' perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius

 

 

Sattiavany Veerabudren^I; Alta Kritzinger^I; Savila T. Ramasawmy^II; Salome Geertsema^I; Mia le Roux^I

^IDepartment of Speech- Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
^IIDepartment of Mathematics, Faculty of Education, Mauritius Institute of Education, Reduit, Mauritius

Correspondence

 

 

In the original article published, Veerabudren, S., Kritzinger, A. & Ramasawmy, S.T., 2021, 'Teachers' perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius', South African Journal of Childhood Education 11(1), a1023. https://doi.org/10.4102/sajce.v11i1.1023, Salome Geertsema and Mia le Roux was not included as authors in the published article. The corrected authorship list, associated affiliations and the Author Contributions Statement appears below.

 

Authors' contributions

S.V., A.K., S.G. and M.L.R. authors planned the study; S.V. Collected the data and wrote the article. A.K. reviewed the manuscript. S.T.R. carried out the statistical analysis and reviewed the manuscript. All authors provided critical feedback and helped shape the research, analysis and manuscript.

The authors apologise for this error. The correction does not change the study's findings of significance or overall interpretation of the study's results or the scientific conclusions of the article in any way.

 

 

Correspondence:
Sattiavany Veerabudren
sattiavany92@gmail.com

Published: 14 Apr. 2022

 

 

Note: DOI of original article published: https://doi.org/10.4102/sajce.v11i1.1023