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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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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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Stoffelsma, Lieke – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: This small-scale study investigated English vocabulary exposure from graded readers and teacher talk in Grade 3 classrooms in poorly resourced township schools in South Africa. Vocabulary is one of the key building blocks for becoming a fluent reader. Most words are learnt through incidental exposure to oral or written language.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Vocabulary Development
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van der Mesch, Caroline – Reading & Writing: Journal of the Reading Association of South Africa, 2015
Children learning to read and write in rural areas in Southern Africa perform poorly compared to children in urban schools. The poor results of rural schools in national assessments of reading literacy are explained by the deficits of rural areas: poverty, under-resourced schools and under-qualified teachers. Children in rural areas are frequently…
Descriptors: Rural Schools, Foreign Countries, Emergent Literacy, Poverty
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Desmond, Snoeks – Reading & Writing: Journal of the Reading Association of South Africa, 2010
The Family Literacy Project works with women in rural KwaZulu-Natal to help them improve their levels of literacy and provides encouragement as they support the literacy development of their children. These women have regularly visited neighbouring families to read to and play with children and discuss early childhood development and relevant…
Descriptors: Family Literacy, Emergent Literacy, Mothers, Foreign Countries