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Download full textMaria K. Vaz – South African Journal of Childhood Education, 2024
Background: South Africa's PIRLS 2021 outcomes revealed that learners struggle with comprehension. The reasons for poor reading need to be identified and addressed to stem this challenge. Aim: This study assessed Sesotho Grade 4 learners' knowledge of simple and complex letter sounds, their oral reading fluency and the relationship to their oral…
Descriptors: Foreign Countries, African Languages, Grade 4, Reading Skills
Bongiwe Mtambo; Lindiwe Tshuma – Reading & Writing: Journal of the Literacy Association of South Africa, 2023
Background: According to the Progress in International Reading Literacy Study (PIRLS, 2006 with 87%, 2011 with 82%, 2016 with 78%, 2021 with 81%), an international reading comprehension assessment conducted at the Grade 4 level, South African learners perform very poorly in reading comprehension, even when reading in their African home languages.…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Reading Comprehension
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
Direct linkPretorius, Elizabeth J.; Spaull, Nic – Reading and Writing: An Interdisciplinary Journal, 2016
Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English…
Descriptors: Foreign Countries, Oral Reading, Reading Fluency, Reading Comprehension
Pretorius, Elizabeth J. – Perspectives in Education, 2014
This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was…
Descriptors: Foreign Countries, Intervention, Transitional Programs, English (Second Language)
