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Spaull, Nicholas; Pretorius, Elizabeth; Mohohlwane, Nompumelelo – South African Journal of Childhood Education, 2020
Background: Reading development in agglutinating African languages is a relatively underresearched area. While numerous studies highlight the low comprehension levels among learners reading in African languages in South Africa, little has been done to probe beneath this 'comprehension iceberg' in terms of decoding skills. Aim: As a tentative step…
Descriptors: Benchmarking, African Languages, Reading Fluency, Foreign Countries
Schaefer, Maxine; Kotzé, Janeli – South African Journal of Childhood Education, 2019
Background: Many South African children attend African language medium of instruction (MOI) schools, learn English as an additional language and switch to English MOI three years later. There is still much to be researched about how a child's first and second language literacy develops over time in South Africa. Aim: This study aims to outline the…
Descriptors: Emergent Literacy, Beginning Reading, Reading Skills, Elementary School Students
Malebese, Mots'elisi L.; Tlali, Moeketsi F.; Mahlomaholo, Sechaba – South African Journal of Childhood Education, 2019
Background: Learners from predominantly less priviledged South African schools encounter English as a language of teaching and learning for the first time in Grade 4. The transition from the use of home language to second language, namely English first additional language, is complexly related to the learners' inability to read text meaningfully.…
Descriptors: Inclusion, Grade 4, Elementary School Students, English Language Learners
Neha, Mitasha; Rule, Peter N. – South African Journal of Childhood Education, 2018
This article argues that imaginative play can fulfil a valuable role in the development of reading among pre-school children. It uses Feuerstein's Mediated Learning Experience as a theoretical lens and defines the concepts related to imaginative play, focussing particularly on symbolic and dramatic play. Drawing on an ethnographic case study of…
Descriptors: Foreign Countries, Play, Teaching Methods, Reading Instruction
Nel, Carisma – South African Journal of Childhood Education, 2018
Making decisions about English reading instruction is as core a component to teaching as providing the instruction itself. When providing support to learners at risk for poor reading outcomes, for which currently there is a large percentage in South Africa, it is especially important to ensure that the decisions that are made have the highest…
Descriptors: Reading Achievement, Literacy, Decision Making, Reading Instruction
Hoadley, Ursula; Galant, Jaamia – South African Journal of Childhood Education, 2016
Since 2011, the Department of Basic Education (DBE), has provided all Grade 1 to 6 learners in public schools with literacy/language, numeracy/mathematics and life skills workbooks. This study provides an assessment of the purpose to which the workbooks are best suited by analysing the Grade 3 Mathematics and Home Language English workbooks for…
Descriptors: Foreign Countries, Mathematics Education, Second Language Instruction, English (Second Language)
Nel, Carisma; Adam, Aninda – South African Journal of Childhood Education, 2014
Reading is not simply an additional tool that students need at university; it constitutes the very process whereby learning occurs. Pre-service students are required to read prescribed course material which is predominantly in English. An overview of the reading literacy profiles of first-year BEd foundation phase students from diverse language…
Descriptors: Foreign Countries, Reading Skills, Preservice Teachers, College Freshmen
De Sousa, Diana Soares; Broom, Yvonne – South African Journal of Childhood Education, 2011
The acquisition of reading skills of 100 monolingual English and 100 bilingual Zulu-English third-grade learners was investigated by measuring their phonological and reading skills. Little research exists on how the presence of a spoken-only Zulu (L1) could influence the English (L2) reading acquisition process. PA tasks were correlated with…
Descriptors: Foreign Countries, Monolingualism, Bilingual Students, Native Language