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Download full textMathura, Shivona; Zulu, Free-Queen B. – Reading & Writing: Journal of the Literacy Association of South Africa, 2021
Background: English Second Language (ESL) learners have difficulty constructing sentences due to internalising information in their home language and thereafter translating it into English. Learners who have difficulty speaking English generally encounter problems writing it, which hampers their creative writing ability. Objectives: The purpose of…
Descriptors: Grade 1, Elementary School Students, Teaching Methods, Second Language Learning
Probert, Tracy N. – South African Journal of Childhood Education, 2019
Background: A large amount of evidence highlights the obvious inequalities in literacy results of South African learners. Despite this, a sound understanding of how learners approach the task of reading in the African languages is lacking. Aim: This article examines the role of the syllable, phoneme and morpheme in reading in transparent,…
Descriptors: Foreign Countries, African Languages, Syllables, Phonemes
Towards a Reconceptualisation of "Word" for High Frequency Word Generation in Word Knowledge Studies
Direct linkSibanda, Jabulani; Baxen, Jean – Perspectives in Education, 2014
The present paper derives from a PhD study investigating the nexus between Grade 4 textbook vocabulary demands and Grade 3 isiXhosa-speaking learners' knowledge of that vocabulary to enable them to read to learn in Grade 4. The paper challenges the efficacy of the four current definitions of "word" for generating high frequency words…
Descriptors: Word Frequency, Vocabulary, Grade 4, Grade 3
