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Showing 46 to 60 of 124 results Save | Export
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Kolobe, Lineo; Mihai, Maryke – Perspectives in Education, 2021
This study aims at finding the impact of information and communication technology (ICT) as an intervention tool for progressed learners in teaching and learning of English first additional language (FAL) comprehension in the intermediate phase. With learner progression proving a challenge facing the South African education system, the aim of this…
Descriptors: Technology Integration, English (Second Language), Second Language Learning, Second Language Instruction
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van Staden, S.; Graham, M. A.; Harvey, J. C. – Perspectives in Education, 2020
This study investigated the reading demands of restricted-use items administered to South African grade 9 learners as part of the Trends in International Mathematics and Science Study (TIMSS) 2015. The method proposed by Mullis, Martin and Foy (2013) was used to categorise items into low, medium and high readability groups. The 'knowing' domain…
Descriptors: Foreign Countries, Readability, Science Education, Grade 9
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Fesi, Liziwe; Mncube, Vusumzi – South African Journal of Education, 2021
The study reported on here was designed to investigate the challenges faced by teachers when teaching reading in Grade 4 English First Additional Language (EFAL) in East London, South Africa. This research study was framed by the socio-constructivist theory of reading. A case study design that corresponds with the constructivist paradigm was used…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Reading Comprehension
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Mgijima, Vukile D. – Reading & Writing: Journal of the Literacy Association of South Africa, 2021
Background: Making predictions on how events might unfold when reading a text improves comprehension. Research on reading and making predictions tends to focus predominantly on the effects of making predictions as a reading strategy in monolingual contexts. So far, there is a paucity of research on the effects of reading development strategies in…
Descriptors: Prediction, Code Switching (Language), Reading Strategies, Second Language Learning
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Olifant, Tilla; Cekiso, Madoda; Rautenbach, Eunice – Reading & Writing: Journal of the Literacy 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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Castillo, Nathan M.; Wagner, Daniel A. – International Review of Education, 2019
This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing a two-year multimedia reading programme for rural South African children in grades 1-3, and sought to assess key learning outcomes in existing school computer laboratories. The programme…
Descriptors: Foreign Countries, Rural Schools, Reading Programs, Beginning Reading
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Wilsenach, Carien; Schaefer, Maxine – Language Testing, 2022
Multilingualism in education is encouraged in South Africa, and children are expected to become bilingual and biliterate during the early primary grades. Much focus has been placed on measuring literacy in children's first language, often the medium of instruction (MOI), and English, the language typically used as MOI from fourth grade. However,…
Descriptors: Test Construction, Test Validity, Reading Tests, Reading Comprehension
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Espi-Sanchis, Gabriel; Cockcroft, Kate – International Journal of Bilingual Education and Bilingualism, 2022
This study investigated the relationship between balanced multilingualism and working memory. Specifically, it reports on the relationship between balanced proficiency in speaking, reading and comprehension (across three languages), and verbal and visuospatial working memory in young South African adults. Information about participants' language…
Descriptors: Short Term Memory, Multilingualism, Bilingualism, Language Proficiency
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Thage, Esther Molebogeng; Mokgosi, Patricia Namayammu; Mthembu, Jane Tozama – Problems of Education in the 21st Century, 2021
Guided reading (GR) approach has been shown to have positive effect on reading fluency and comprehension. However, most studies on GR have focused on primary schools, specifically the Foundation Phase. Therefore, this study employed the GR approach to examine its possible effects on the reading proficiencies of Grade 9 English Second Language…
Descriptors: Reading Instruction, Second Language Learning, Second Language Instruction, English (Second Language)
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Phage, Itumeleng B.; Lemmer, Miriam; Hitge, Mariette – African Journal of Research in Mathematics, Science and Technology Education, 2017
Students' graph comprehension may be affected by the background of the students who are the readers or interpreters of the graph, their knowledge of the context in which the graph is set, and the inferential processes required by the graph operation. This research study investigated these aspects of graph comprehension for 152 first year…
Descriptors: Foreign Countries, Graphs, Comprehension, Cognitive Processes
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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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Beck, Suzanne; Condy, Janet L. – Reading & Writing: Journal of the Reading Association of South Africa, 2017
The current approach to reading comprehension instruction is not producing the desired outcomes. Provincial, national and international tests indicate that more than half of South African learners cannot read, understand and answer basic comprehension questions. This research project was informed by Vygotsky's socio-cultural theory. A case study…
Descriptors: Educational Principles, Reading Instruction, Reading Comprehension, Inferences
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Cekiso, Madoda – Reading & Writing: Journal of the Reading Association of South Africa, 2017
Background: There is a general outcry that too many South African Foundation Phase (Grades 1-3) teachers do not know how to teach reading and are currently teaching reading in an "ad hoc", unsystematic way. Objectives: In response to this, this study explored the Foundation Phase teachers' perceptions of their role in teaching reading.…
Descriptors: Foreign Countries, Public School Teachers, Elementary School Teachers, Reading Teachers
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Wilsenach, Carien; Makaure, Patricia – South African Journal of Childhood Education, 2018
Gender differences in reading development are a global phenomenon, with girls typically performing better than boys. Some studies have reported gender differences favouring girls in reading comprehension in South Africa, but little systematic evidence exists about gender differences in the cognitive-linguistic abilities that underlie reading…
Descriptors: Foreign Countries, Gender Differences, Phonological Awareness, Reading Comprehension
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Pretorius, 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
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