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Janks, Hilary – Reading & Writing: Journal of the Reading Association of South Africa, 2011
Results on the PIRLS test in 2006 make it clear that South African educators need to examine the way in which they teach literacy in the Foundation phase. While the test gives a fair indication of what our children cannot do, it is less clear about what they can do. Mastery of decoding, for example, is assumed and children are tested on their…
Descriptors: Foreign Countries, Test Results, Achievement Tests, Grade 4
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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
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van Staden, Surette; Howie, Sarah – Reading & Writing: Journal of the Reading Association of South Africa, 2010
The Progress in International Reading Literacy Study (PIRLS) assessment is an international comparative study of reading skills of Grade Four learners. South Africa's first participation in the study took place in the 2006 cycle (Mullis "et al.", 2007), with repeat participation planned to take place for PIRLS 2011. PIRLS 2006 results…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Reading Achievement
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Stephens, Maria; Warren, Laura K.; Harner, Ariana L. – National Center for Education Statistics, 2015
The "Comparative Indicators of Education" report series has been published on a biennial basis since it began in 2002, although this year's is the first to expand its focus to the G-20 countries, having previously been focused on the G-8 countries. "Comparative Indicators of Education in the United States and Other G-20 Countries:…
Descriptors: Foreign Countries, Educational Indicators, Global Approach, International Assessment
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Makalela, Leketi – International Multilingual Research Journal, 2009
This study investigated degrees of mutual intelligibility among 3 structurally related languages in South Africa: Sepedi, Sesotho, and Setswana. To compare reading proficiency of mother-tongue speakers who enrolled for freshman courses at the University of Limpopo, 4 reading experimental conditions, in the 3 languages and 1 in a harmonized text,…
Descriptors: African Languages, Language Planning, Language Variation, Mutual Intelligibility
Gove, Amber, Ed.; Wetterberg, Anna, Ed. – RTI International, 2011
This book highlights the experience of Liberia in both assessing and improving reading in primary schools. As a result of an Early Grade Reading Assessment, the Ministry of Education and partners, including the United States Agency for International Development, came together to identify and develop strategies for improving reading in schools.…
Descriptors: Foreign Countries, Developing Nations, Beginning Reading, Reading Tests
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Peirce, Bonny Norton; Stein, Pippa – Harvard Educational Review, 1995
A pilot of a reading test to be used in college entrance examinations for black South Africans showed how students' interpretation of the test differed as the social context was altered. The multiple meanings produced by shifting power relations call into question the test's validity. (SK)
Descriptors: Black Students, College Entrance Examinations, Cultural Context, Equal Education
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van Wyk, Gerda; Louw, Arno – Electronic Journal of e-Learning, 2008
This paper addresses the controversial issues of improving the reading skills of young learners through technology-assisted reading programmes. On reporting the results of primary school learners from grade 2 to grade 7 who participated in a computer-based reading programme for seven months, we try to answer the critical questions of whether…
Descriptors: Foreign Countries, Elementary School Students, Computer Assisted Instruction, Reading Programs
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