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Hsiao-Hui Lin; Tzeng, Yuh-Tsuen; Chen, Hsueh-Chih; Huang, Yao-Hsuan – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: The issue of science is seldom brought into focus because of the way developing assessments of students' multiple text reading comprehension. Objectives: This study tested the sequential mediation model of scientific multi-text reading comprehension (SMTRC) by means of structural equation modelling (SEM), and aimed to advance the…
Descriptors: Science Education, Reading Comprehension, Reading Tests, Construct Validity
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Biesman-Simons, Claire; Dixon, Kerryn; Pretorius, Elizabeth; Reed, Yvonne – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: Given the comprehensively documented literacy crisis in South Africa and the gaps in what is known about the effective teaching of reading and writing in schools, high-quality literacy research is a priority. Objectives: This article evaluates South African research from two annotated bibliographies on reading in African languages at…
Descriptors: Foreign Countries, Literacy, Literacy Education, Educational Research
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Eslick, Casey J.; le Roux, Mia; Geertsema, Salome; Pottas, Lidia – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: Literacy achievement of learners is a concern in many developing countries, particularly for English second language (EL2) learners with inadequate language development. It is important to investigate foundational phonological awareness (PA), as well as speech perception skills to guide the development of effective intervention for EL2…
Descriptors: Foreign Countries, Phonological Awareness, Auditory Perception, Speech Communication
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Nkoala, Sisanda B. – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: The year 2020 will mark five years since the watershed #FeesMustFall protests in South Africa. This was a student-led series of protests, at campuses across the country, calling for higher education to be made accessible through free decolonised education for black people. In light of this, the time has come to ascertain how students…
Descriptors: Student Attitudes, Multilingualism, Journalism Education, Higher Education
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Gachago, Daniela; Livingston, Candice – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: Digital storytelling (DST) has been embraced in classrooms around the world as a way to unpack issues of identity and positionality which are critical for any pedagogy concerned with social justice. However, adopting this process-orientated practice into higher education raises ethical concerns especially in relation to the normative…
Descriptors: Story Telling, Computer Uses in Education, Social Justice, Ethics
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de Lange, Maryna M.; Winberg, Christine; Dippenaar, Hanlie – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: The Progress in International Reading Literacy Study (PIRLS), and similar international assessments, have consistently shown South African intermediate phase learners' performance to be among the lowest worldwide. Of particular concern is the Curriculum and Assessment Policy Statement (CAPS) for Home Language in the Intermediate Phase…
Descriptors: Reading Comprehension, Foreign Countries, International Assessment, Grade 4
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Ngubane, Nomalungelo I.; Ntombela, Berrington; Govender, Samantha – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught.…
Descriptors: Writing Instruction, Writing Strategies, School Districts, Code Switching (Language)
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Kimathi, Faith K.; Bertram, Carol – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: Despite South Africa's huge investment in professional development, there is not a lot of research that shows that teachers change their teaching practices by attending formal interventions. This article focuses on English as First Additional Language (EFAL) and explores how one Grade 2 teacher changed her practice of oral language…
Descriptors: Oral Language, English (Second Language), Second Language Learning, Second Language Instruction
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Daries, Mikaela A.; Probert, Tracy N. – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: Spelling is a vital component of literacy. This is because spelling includes multiple metalinguistic components, such as phoneme-grapheme awareness, orthographic awareness and morphophonemic knowledge. Despite this, there remains, to date, insufficient literature on spelling in the Southern Bantu languages and, more specifically, in…
Descriptors: Spelling, Error Patterns, African Languages, Grade 3
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Olifant, Tilla; Cekiso, Madoda; Rautenbach, Eunice – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: Apart from being a knowledge-gaining commodity, critical literacy is believed to be a practice that exists between people, groups and communities in a sociopolitical and cultural context. It is assumed that without strong literacy skills, post-secondary education and employment options are limited. It is thus against this background…
Descriptors: Critical Reading, English (Second Language), Second Language Learning, High School Students
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Carnow, Anneline J.; Steenkamp, Andries; Ekron, Christélle – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy. The students stated the reasons for failure as not understanding the concepts and terms of the…
Descriptors: African Languages, Native Language, Undergraduate Students, Academic Failure
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Marais, Ann-May; Wessels, Elsabé – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: There is growing international awareness of the dividends of early reading success and the consequences of early reading failure. Many studies have shown that the educational achievement of South African learners is unacceptably poor. There are shortcomings in the curriculum for English home language (EHL) which could be the reason for…
Descriptors: Foreign Countries, Beginning Reading, Educational Policy, Reading Instruction
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Olifant, Tilla; Cekiso, Madoda; Rautenbach, Eunice – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: Owing to the dearth of reading practices within the South African literacy landscape, many learners neither engage in productive reading habits, nor exhibit a positive attitude towards English First Additional Language (EFAL) reading. Consequently, many learners experience reading challenges, which negatively impact on their academic…
Descriptors: Teacher Attitudes, English Teachers, Grade 8, Grade 9
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Fola-Adebayo, Titi J. – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: Exposure to a blended experience has the potential to heighten students' online critical literacy skills, and prepare them to participate in the new online communities that emerge within a networked society. Objectives: This article considered the perceptions of a cohort of third-year undergraduates of the Department of Communication…
Descriptors: Undergraduate Students, Student Attitudes, Blended Learning, Critical Literacy
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Andrianatos, Kristien – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: Reading is a functional academic literacy ability needed by students in higher education. In the South African context, inadequate reading ability is one of the reasons for high undergraduate attrition rates. It seems that role players within this sector are of the opinion that students have reading 'problems' that need to be 'fixed',…
Descriptors: Foreign Countries, Undergraduate Students, Reading Difficulties, Barriers
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