# bib

id: rw-154
author: Office, Editorial
title: Acknowledgement to reviewers
date: 2017-01-18
pages: 1
extension: .pdf
mime: application/pdf
words: 362
sentence: 14
flesch: 40
cache: cache/rw-154.pdf
txt: txt/rw-154.txt
summary:
  In an effort to facilitate the selection of appropriate peer reviewers for Reading & Writing, we ask that you take a moment to update your electronic portfolio on www.rw.org.za for our files, allowing us better access to your areas of interest and expertise, in order to match reviewers with submitted manuscripts. It is good practice as a reviewer to update your personal details regularly to ensure contact with you throughout your professional term as reviewer to Reading & Writing.


id: rw-1
author: Office, Editorial
title: Editorial
date: 2010-05-22
pages: 4
extension: .pdf
mime: application/pdf
words: 1233
sentence: 40
flesch: 42
cache: cache/rw-1.pdf
txt: txt/rw-1.txt
summary:
  We therefore welcome the participation, both as readers and writers, of a broad range of practitioners and academics who are interested in exploring how literacy is de�ned, enacted and promoted in a range of institutional, socio- cultural and disciplinary contexts: from early childhood literacy; early school literacy; middle school literacy; high school literacy; academic literacy in ter- tiary institutions; workplace literacies; family and community literacies; digital literacies associated with the new communication media, technologies and practices; transnational and translocal literacies associated with migrants and mobile people in African settings and with children of migrants and refugees in schools; reading and writing across various kinds of multilingual settings including schools and workplaces; to the reading and writing practices associ- ated with government, local government and formal as well as informal civil society associations. ! is new journal aims to bring together research, �eld reports, discussion pieces and critical commentary that will contribute to our knowledge and understandings of reading and writing and that may help us to better grasp the complex, dynamic and changing nature of literacy practices in education and in contemporary social life.


id: rw-20
title: rw-20
extension: .htm
mime: text/html
words: 3339
sentence: 154
flesch: 53
cache: cache/rw-20.htm
txt: txt/rw-20.txt
summary:
  Libraries in Africa have to consider setting up Internet stations and linking with libraries in the Western world to share information with their members. Article Information Author: Elsemieke Wishart1 Affiliation: 1Department of Library and Information Technology, University of the Fraser Valley, Canada Correspondence to: Elsemieke Wishart Postal address: 33358 Knight Avenue Mission, BC V2V 5K8, Canada Dates: Received: Aug. 2011 Accepted: 30 Oct. 2011 Published: 11 Sept. 2012 How to cite this article: Wishart, E., 2012, ‘Libraries and information provision for African relief’, Reading & Writing 3(1), Art.


id: rw-21
title: rw-21
extension: .htm
mime: text/html
words: 4111
sentence: 155
flesch: 49
cache: cache/rw-21.htm
txt: txt/rw-21.txt
summary:
  For Kristeva, any text implies the existence and embedding of other texts, also known as sub-texts, within it. It is important to realise that built into a sentence are often other texts which can be analysed.


id: rw-136
title: rw-136
extension: .htm
mime: text/html
words: 4499
sentence: 169
flesch: 49
cache: cache/rw-136.htm
txt: txt/rw-136.txt
summary:
  The publication of this special issue seems timely in view of the government’s agenda to develop a standardised curriculum for the training of literacy teachers in higher education. Introduction Why imagination and literacy? Imagination in the context of literacy education The place of imagination in literacy education in South Africa


id: rw-117
title: rw-117
extension: .htm
mime: text/html
words: 5293
sentence: 173
flesch: 41
cache: cache/rw-117.htm
txt: txt/rw-117.txt
summary:
  Reading programme 2015 survey Results were as follows: 86% of students enjoyed the characters 88% found the story interesting 84% thought the glossary was helpful 93% said the group leader helped them understand and guided them through the story 81% feel that being part of the reading group helped increase their vocabulary and reading comprehension 91% said that the reading group increased their interest in reading fiction 84% feel that it has made a difference in their ability to read academic texts 93% believe that the reading group is an important programme and should be continued 58% agreed that 1 hour per week was an adequate amount of time. Abstract Introduction Presentation of the programme Programme aims Participants Implementation of programme Results Ethical considerations Reading programme 2015 survey Conclusion Acknowledgement References Appendix 1 Appendix 2 About the Author(s)


id: rw-11
author: Janks, Hilary
title: Making sense of the PIRLS 2006 results for South Africa
date: 2011-05-25
pages: 14
extension: .pdf
mime: application/pdf
words: 5410
sentence: 334
flesch: 74
cache: cache/rw-11.pdf
txt: txt/rw-11.txt
summary:
  Comparing di$erent texts; 10. Identifying main idea (6) Explaining or supporting understanding (7) Comparing with personal experience (8) Making predictions (9) Making generalisations and inferences (11) TEXT USER Range of texts used for di$erent purposes Comparing di$erent texts (for di$erent purposes: literary and information texts)


id: rw-196
title: rw-196
extension: .htm
mime: text/html
words: 6038
sentence: 278
flesch: 51
cache: cache/rw-196.htm
txt: txt/rw-196.txt
summary:
  Abstract Introduction Research method Schools of thought on copyright protection in the digital sphere The USA The legislative response in South Africa Possible implications for developing countries Conclusion Acknowledgements References About the Author(s) Tana Pistorius South African Research Chair in Law, Society and Technology, College of Law, University of South Africa, Pretoria, South Africa Odirachukwu S. Mwim High Court of South Africa, Pretoria, South Africa Citation Pistorius, T., & Mwim, O.S., 2019, ‘The impact of digital copyright law and policy on access to knowledge and learning’, Reading & Writing 10(1), a196. https://doi.org/10.1109/SAI.2017.8252218 Original Research The impact of digital copyright law and policy on access to knowledge and learning Tana Pistorius, Odirachukwu S. Mwim Received: 25 Jan. 2018; Accepted: 07 Dec. 2018; Published: 26 June 2019 Copyright: © 2019.


id: rw-167
title: rw-167
extension: .htm
mime: text/html
words: 5910
sentence: 249
flesch: 54
cache: cache/rw-167.htm
txt: txt/rw-167.txt
summary:
  Abstract Early literacy teaching and learning in the foundation phase of rural schools in South Africa experience persistent challenges. Literacy in rural schools is further impeded by the lack of reading material.


id: rw-235
title: rw-235
extension: .htm
mime: text/html
words: 6670
sentence: 297
flesch: 46
cache: cache/rw-235.htm
txt: txt/rw-235.txt
summary:
  The aim of this study was to adapt and develop a screening tool for dyslexia for home language isiXhosa learners. The aim of this study was to adapt and develop a comprehensive screening tool for dyslexia for home language isiXhosa learners.


id: rw-13
author: Kasule, Daniel
title: Textbook readability and ESL learners
date: 2011-05-25
pages: 14
extension: .pdf
mime: application/pdf
words: 6260
sentence: 346
flesch: 65
cache: cache/rw-13.pdf
txt: txt/rw-13.txt
summary:
  � � � � � � � � � � � � � � � � � ! Mba- bane: UNDP x y z y { | } | ~ � � } � � { � � � � � � � � � � | � � | � � { | } } } � � { � �


id: rw-158
title: rw-158
extension: .htm
mime: text/html
words: 7175
sentence: 305
flesch: 48
cache: cache/rw-158.htm
txt: txt/rw-158.txt
summary:
  Therefore, this study seeks to explore teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape in order to make recommendations on how reading teachers in the Foundation Phase should be supported. They further point out that professional reading teachers plan quality reading instruction by drawing on the knowledge base of how children learn to read, grade-level expectations and the fundamentals of effective reading instruction.


id: rw-183
title: rw-183
extension: .htm
mime: text/html
words: 6391
sentence: 230
flesch: 30
cache: cache/rw-183.htm
txt: txt/rw-183.txt
summary:
  Secondly, the macro-level nature of empirical studies on the outcomes of digital technology use is more often than not focused on economic improvements, and not the whole socio-economic development and well-being at the micro-level, with direct impact on the individuals and societies (Cibangu et al. 2017; El-Darwiche et al. 2012; Roztocki & Weistroffer 2016). Abstract Introduction Importance of context Digital technologies’ interaction with society (and also society’s interaction with digital technologies)


id: rw-193
title: rw-193
extension: .htm
mime: text/html
words: 6996
sentence: 266
flesch: 30
cache: cache/rw-193.htm
txt: txt/rw-193.txt
summary:
  Coldwell-Neilson, J., 2017, ‘Assumed digital literacy knowledge by Australian universities: Are students informed?’, in Proceedings of the Nineteenth Australasian Computing Education Conference, presented at the Australasian Computing Education Conference, ACM, Geelong, Australia, 31 January to 3 February 2017, pp. Practices identified in the MobiSAM case study are provided as suggestions for each phase, with an indication of possible constraints that may be experienced in the knowledge transfer and digital literacy development process – a potential guideline for developing digital literacy in digital citizen engagement initiatives.


id: rw-173
title: rw-173
extension: .htm
mime: text/html
words: 7292
sentence: 292
flesch: 53
cache: cache/rw-173.htm
txt: txt/rw-173.txt
summary:
  As mentioned earlier, negotiating new writing discourses is challenging for students and calls for an in-depth understanding of perspectives on student voice. There are many common-sense understandings of what is meant by student voice in assessment.


id: rw-216
title: rw-216
extension: .htm
mime: text/html
words: 7293
sentence: 328
flesch: 50
cache: cache/rw-216.htm
txt: txt/rw-216.txt
summary:
  The paper provides insight into how translanguaging can be used to assist multilingual students to understand texts through paraphrasing. As a lecturer to multilingual students, I cannot speak all their languages.


id: rw-224
author: Office, Editorial
title: Table of Contents Vol 9, No 1 (2018)
date: 2018-12-14
pages: 1
extension: .pdf
mime: application/pdf
words: 630
sentence: 20
flesch: 45
cache: cache/rw-224.pdf
txt: txt/rw-224.txt
summary:
  Vol 9, No 1 | a190 | 25 September 2018 Original Research Navigating the unbeaten track from digital literacy to digital citizenship: RW 9-1_2018_Contents.indd http://www.rw.org.za Open Access Table of Contents i Original Research Enhancing learners’ reading habits through reading bags at secondary schools Tsebe Wilfred Molotja, Mahlapahlapana Themane Reading & Writing | Vol 9, No 1 | a185 | 30 August 2018 Original Research A reading project to improve literacy in the foundation phase:


id: rw-162
title: rw-162
extension: .htm
mime: text/html
words: 7832
sentence: 320
flesch: 48
cache: cache/rw-162.htm
txt: txt/rw-162.txt
summary:
  Which reading materials are used in teaching English reading strategies? Reading strategies and teaching methods Phan (2006) mentions that reading strategies are operationalised into methods, techniques and behaviours, enabling readers to effectively construct meaning.


id: rw-241
title: rw-241
extension: .htm
mime: text/html
words: 7729
sentence: 353
flesch: 50
cache: cache/rw-241.htm
txt: txt/rw-241.txt
summary:
  (S5, Engineering, male) From the lecturer’s viewpoint, it is evident that students are non-compliant with the readings and therefore, because of the pressure to help students pass the module, the lecturer devoted class time to teach to the text: ‘Students will be able to pass this module without using the textbook.’ Students in different focus groups and two lecturers stated that it was not necessary for students to read the textbook with reference to certain modules.


id: rw-248
title: rw-248
extension: .htm
mime: text/html
words: 7871
sentence: 286
flesch: 46
cache: cache/rw-248.htm
txt: txt/rw-248.txt
summary:
  Discussion and conclusion Attaining an understanding of novice law students’ challenges regard to disciplinary literacy practices assists in addressing teaching and learning issues within the faculty. https://doi.org/10.1080/13562517.2017.1301906 Van Der Walt, C. & Nienaber A.G., 1996, ‘The language needs of undergraduate law students: A report on an empirical investigation’, De Jure 29, 71–88.


id: rw-170
title: rw-170
extension: .htm
mime: text/html
words: 8110
sentence: 379
flesch: 55
cache: cache/rw-170.htm
txt: txt/rw-170.txt
summary:
  Abstract Introduction Research methodology Findings Discussion of findings Conclusions and recommendations Acknowledgements References About the Author(s) Nophawu Madikiza Department of English, University of Fort Hare, South Africa Madoda P. Cekiso Department of Applied Languages, Tshwane University of Technology, South Africa Baba P. Tshotsho Faculty of Social Sciences, University of Fort Hare, South Africa Nhlanhla Landa Department of English, University of Fort Hare, South Africa Citation Madikiza, N., Cekiso, M.P., Tshotsho, B.P. & Landa, N., 2018, ‘Analysing English First Additional Language teachers’ understanding and implementation of reading strategies’, Reading & Writing 9(1), a170. https://doi.org/10.4102/rw.v9i1.170 Original Research Analysing English First Additional Language teachers’ understanding and implementation of reading strategies Nophawu Madikiza, Madoda P. Cekiso, Baba P. Tshotsho, Nhlanhla Landa Received: 16 Aug. 2017; Accepted: 06 Apr. 2018; Published: 22 Aug. 2018 Copyright:


id: rw-238
title: rw-238
extension: .htm
mime: text/html
words: 8006
sentence: 284
flesch: 40
cache: cache/rw-238.htm
txt: txt/rw-238.txt
summary:
  Three key themes emerged from the review of the studies in the data set characterising methodological weaknesses that impact negatively on the quality of literacy research articles, dissertations or theses, namely: flawed research design, failure to select and use literature appropriately and lack of research rigour in both quantitative and qualitative studies. Claire Biesman-Simons Foundation Studies Wits School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa Kerryn Dixon Foundation Studies Wits School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa Elizabeth Pretorius College of Human Sciences, School of Arts, Department of Linguistics and Modern Education, University of South Africa, Pretoria, South Africa Yvonne Reed Wits School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa Citation Biesman-Simons, C., Dixon, K., Pretorius, B. & Reed, Y., 2020, ‘Pitfalls and possibilities in literacy research: A review of South African literacy studies, 2004–2018’, Reading & Writing 11(1), a238. https://doi.org/10.4102/rw.v11i1.238 Report Pitfalls and possibilities in literacy research: A review of South African literacy studies, 2004–2018 Claire Biesman-Simons, Kerryn Dixon, Elizabeth Pretorius, Yvonne Reed Received: 28 Mar. 2019; Accepted: 28 Oct. 2019; Published: 12 Mar. 2020 Copyright: © 2020.


id: rw-146
title: rw-146
extension: .htm
mime: text/html
words: 8015
sentence: 330
flesch: 52
cache: cache/rw-146.htm
txt: txt/rw-146.txt
summary:
  Teaching boys writing The literature indicates differences between boys and girls regarding language learning (Gxilishe 1993; Pavy 2006; Pritchard 1987; Van de Gaer et al. 2009). Underpinned by literature on research with children and on boys’ learning and writing, a questionnaire was developed, piloted and adapted to engage boys actively in the research process and facilitate ease of use.


id: rw-123
title: rw-123
extension: .htm
mime: text/html
words: 8494
sentence: 339
flesch: 50
cache: cache/rw-123.htm
txt: txt/rw-123.txt
summary:
  The conclusion she drew from the study indicated that there was minimal instruction of reading strategies in Botswana primary schools. The findings indicated that there was lack of reading teachers, inability to model reading strategies by teachers and restrictive nature of reading materials.


id: rw-14
author: Gains, Paula; Graham, Barbara
date: 2011-05-25
pages: 19
extension: .pdf
mime: application/pdf
words: 8375
sentence: 430
flesch: 64
cache: cache/rw-14.pdf
txt: txt/rw-14.txt
title:
  Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa

summary:
  However, those who did arrive on time were asked to read a letter `puzzle’ that involved pictograms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 89Paula Gains and Barbara Graham for words. Teachers were also asked to bring � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 90 Reading and writing samples of their learners’ writing to the next workshop, so the impact, if any, of the workshop on the learners’ writing could be identi#ed.


id: rw-127
title: rw-127
extension: .htm
mime: text/html
words: 8445
sentence: 364
flesch: 54
cache: cache/rw-127.htm
txt: txt/rw-127.txt
summary:
  This figuration of child is not only central in Reggio-inspired practices but also in P4C. Philosophy with children Philosophy with children (P4C) is an approach to teaching and learning pioneered by American philosopher Matthew Lipman (Lipman 1991). Egan, K., 1993, ‘The other half of child’, in M. Lipman (ed.), Thinking, children and education, pp.


id: rw-106
title: rw-106
extension: .htm
mime: text/html
words: 8463
sentence: 384
flesch: 54
cache: cache/rw-106.htm
txt: txt/rw-106.txt
summary:
  Section 1: Creative story (150 marks) Step 1: Brainstorm ideas for an outline for a four-chapter complete story. However, we decided to set up a collaborative writing assignment as the chapter structure of FunDza stories seemed ideally suited for extending the collaborative writing focus of our course (see Appendix 2: assignment brief)


id: rw-10
author: O'Carroll, Shelley
date: 2011-05-25
pages: 20
extension: .pdf
mime: application/pdf
words: 8274
sentence: 455
flesch: 66
cache: cache/rw-10.pdf
txt: txt/rw-10.txt
title:
  An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa

summary:
  Although there are many irregular English words where letters do not match sounds, � � � � � � � � � � � � � � � � � � ! Stuart (1990) found that early dierences in letter � � � � � � � � � � � � � � � � � � !


id: rw-129
title: rw-129
extension: .htm
mime: text/html
words: 8880
sentence: 385
flesch: 49
cache: cache/rw-129.htm
txt: txt/rw-129.txt
summary:
  [Female final year foundation phase student teacher] Conclusion This study demonstrated that the creation of DS by student teachers, was an effective way to promote collaboration, student agency, and the acquisition of pedagogical and technology skills among students within a university curriculum. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS), collaborating within communities of practice (COP) (peers and other relevant parties), and then using their creations in ‘real-world’ classroom contexts.


id: rw-206
title: rw-206
extension: .htm
mime: text/html
words: 8612
sentence: 326
flesch: 44
cache: cache/rw-206.htm
txt: txt/rw-206.txt
summary:
  Therefore, teachers are likely to identify with the topic, which is in line with the sociocultural approach to language teacher education. This finding is in line with the sociocultural approach to language teacher education, which has been referred to earlier.


id: rw-225
title: rw-225
extension: .htm
mime: text/html
words: 9114
sentence: 477
flesch: 56
cache: cache/rw-225.htm
txt: txt/rw-225.txt
summary:
  Findings show notable differences in school language of instruction and the languages children speak outside school. Educationists have proposed that African language learners should be taught in their mother tongue for at least the first three years of school before switching over to English (Foley 2007).


id: rw-16
author: Office, Editorial
title: Book Reviews
date: 2011-05-25
pages: 3
extension: .pdf
mime: application/pdf
words: 1040
sentence: 41
flesch: 57
cache: cache/rw-16.pdf
txt: txt/rw-16.txt
summary:
  e translation of key concepts into indigenous languages by no means gives a de!nitive lexicon. is aspect of the book was better handled in Volume One where many of the units were subdivided into multiple key concepts, each of which was described in four di#erent languages.


id: rw-190
title: rw-190
extension: .htm
mime: text/html
words: 10608
sentence: 414
flesch: 51
cache: cache/rw-190.htm
txt: txt/rw-190.txt
summary:
  Mobile phone use has gone beyond expectations, with 89% of South Africans owning a mobile. This particular observation seems to correspond with Chaka and Ngesi’s (2010) project on writing mobile phone paragraphs using SMSs by Grade 8 learners at one secondary school in Mthatha.


id: rw-187
title: rw-187
extension: .htm
mime: text/html
words: 11103
sentence: 475
flesch: 45
cache: cache/rw-187.htm
txt: txt/rw-187.txt
summary:
  Abstract Introduction Literature review The relationship between exposure and digital skills Relating digital citizenship to development Conceptual framework: Activity theory The assumption that millennials have higher digital competence than their older counterparts has also been debunked by practitioners who found no link between digital nativity and digital skill (IDCL 2014).


id: rw-194
author: Office, Editorial
title: Acknowledgement to reviewers
date: 2017-12-21
pages: 1
extension: .pdf
mime: application/pdf
words: 458
sentence: 16
flesch: 33
cache: cache/rw-194.pdf
txt: txt/rw-194.txt
summary:
  As such, the identification and selection of reviewers who have expertise and interest in the topics appropriate to each manuscript are essential elements in ensuring a timely, productive peer review process. In an effort to facilitate the selection of appropriate peer reviewers for Reading & Writing, we ask that you take a moment to update your electronic portfolio on http://www.rw.org.za for our files, allowing us better access to your areas of interest and expertise, in order to match reviewers with submitted manuscripts.


id: rw-137
title: rw-137
extension: .htm
mime: text/html
words: 4611
sentence: 202
flesch: 50
cache: cache/rw-137.htm
txt: txt/rw-137.txt
summary:
  Lea, M. & Street, B., 1998, ‘Student writing in higher education: An academic literacies approach’, Studies in Higher Education 23(2), 157. At university, essay writing is generally challenging to first-year students across disciplines or faculties.


id: rw-219
author: Office, Editorial
title: Acknowledgement to reviewers
date: 2018-12-05
pages: 1
extension: .pdf
mime: application/pdf
words: 423
sentence: 16
flesch: 35
cache: cache/rw-219.pdf
txt: txt/rw-219.txt
summary:
  Agnes Chigona Alphonsus Adebiyi Andre Steenkamp Arua E. Arua Boitumelo T. Ramoroka Bulelwa Makena Caroline Pade-Khene Catherine Langsford Cornelia G.A. Smith Sharan Badiger Eleni Griva Emmanuel Mgqwashu Emmarentia Kirchner Fetson Kalua Hossana Twinomurinzi Jacqui Dornbrack James K. Njenga Janet Condy Janet Douglas Katherine E. Arbuckle Kelly McNeal Keoneeng Magocha Laura Dison Laura M. Drennan Liezel Cilliers Lynne Walters Madeyandile Mbelani Madoda P. Cekiso Margaret A. Hill Maria do Carmo L. Gomes Maxine Schaefer Nhlanhla Landa Peter Rule Pineteh Angu Riana A. Steyn Rose-Marie McCabe Sam Takavarasha Sarath Samaranayake Tendani Mawela Tesfaye A. Gidalew Titi J. Fola-Adebayo Willie T. Chinyamurindi https://rw.org.za https://rw.org.za https://rw.org.za https://rw.org.za/index.php/rw/user https://rw.org.za/index.php/rw/user mailto:publishing@aosis.co.za Page 1 of 1 Reviewer Acknowledgement http://www.rw.org.za Open Access Acknowledgement to reviewers In an effort to facilitate the selection of appropriate peer reviewers for Reading & Writing, we ask that you take a moment to update your electronic portfolio on https:// rw.org.za for our files, allowing us better access to your areas of interest and expertise, in order to match reviewers with submitted manuscripts.


id: rw-15
author: Ketsitlile, Lone E.
date: 2011-05-25
pages: 7
extension: .pdf
mime: application/pdf
words: 2025
sentence: 114
flesch: 74
summary: � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � !
cache: cache/rw-15.pdf
txt: txt/rw-15.txt
title:
  This is Literacy! Reading of photographs in research on San students’ literacy in a Remote Dweller School in Botswana


id: rw-119
title: rw-119
extension: .htm
mime: text/html
words: 6172
sentence: 245
flesch: 44
cache: cache/rw-119.htm
txt: txt/rw-119.txt
summary:
  Themes such as livestock literacy, weather and the clock metaphor, autonomous, ideological and integrated models were some of the themes used for the study. Livestock literacy in use Kalua’s (2012) view of the integrated approach to literacy emphasised roles, values, thought processes and awareness, individual and social histories.


id: rw-212
title: rw-212
extension: .htm
mime: text/html
words: 7535
sentence: 327
flesch: 46
cache: cache/rw-212.htm
txt: txt/rw-212.txt
summary:
  Abstract Background: Student reading challenges have been reported worldwide. Roberts and Roberts (2008:126–127) noted that sociology students tend not to do their prescribed reading because of the extent and complexity of the texts.


id: rw-205
title: rw-205
extension: .htm
mime: text/html
words: 7522
sentence: 313
flesch: 40
cache: cache/rw-205.htm
txt: txt/rw-205.txt
summary:
  Abstract Introduction Balanced reading instruction Research design and methods Findings and discussions Conclusion Acknowledgements References About the Author(s) Deborah K. Namugenyi Department of Teacher Education and Development Studies, Kyambogo University, Kampala, Uganda Citation Namugenyi, D.K., 2019, ‘Balanced reading instruction for improving teachers’ instruction of reading comprehension to Runyankole-English bilingual children’, Reading & Writing 10(1), a205. Keywords: Balanced reading instruction; reading comprehension; bilingual children; Runyankole; participatory action research.


id: rw-185
title: rw-185
extension: .htm
mime: text/html
words: 4921
sentence: 220
flesch: 48
cache: cache/rw-185.htm
txt: txt/rw-185.txt
summary:
  https://doi.org/10.1016/j.jslw.2011.02.002 Nhapulo, M.A, Simon, E. & Van Herreweghe, M., 2017, ‘Enhancing academic reading skills through extensive reading’, Southern African Linguistics and Applied Language Studies 35(1), 17–40, viewed n.d., from http://hdl.handle.net/1854/LU-852051.2017/03/20 Nordin, N.M., Rashid, S.M., Zubir, S.I.S. & Sadjirin, R., 2013, ‘Differences in reading strategies: How ESL learners really read’, Procedia - Social and Behavioural Sciences 90(2013), 468–477. https://doi.org/10.1016/j.sbspro.2013.07.116 Palani, K.K., 2012, ‘Promising reading habits and creating literate society’, International Reference Research Journal 2(1), 91–98. Pammu, A., Amir, Z. & Maasum, T., 2014, ‘Metacognitive reading strategies of less proficient tertiary learners: A case study of EFL learners at a public university in Makassar, Indonesia’, Procedia - Social and Behavioural Sciences 118, 357–364. Learners’ reading strategies were first identified by administering a survey on reading strategies.


id: rw-121
title: rw-121
extension: .htm
mime: text/html
words: 7148
sentence: 249
flesch: 47
cache: cache/rw-121.htm
txt: txt/rw-121.txt
summary:
  Explore creative ways of linking learners’ home and school contexts; for example, through encouraging and supporting family literacy practices (Land 2005, 2011; Rule & Lyster 2005), linking school reading to indigenous knowledge and oral traditions and involving parents and caregivers in school activities in culturally affirming ways such as gardening and planting projects (Ilima) and writing up traditional stories. It had about 20 learners and four educators, some of whom were also school teachers or parents of children at the school.


id: rw-141
title: rw-141
extension: .htm
mime: text/html
words: 6259
sentence: 245
flesch: 52
cache: cache/rw-141.htm
txt: txt/rw-141.txt
summary:
  Even so, the unanimous view of this sample of Afrikaans second language teachers in the Eastern Cape is that CS is the only way to get learners to understand content in the L2 classroom. Thus, while post-apartheid language policies (e.g. the language-in-education policy and the language policy for medium of instruction) give all 11 South African languages equal status, the mindset of many parents and teachers is still bound by the purist stance on language teaching.


id: rw-179
title: rw-179
extension: .htm
mime: text/html
words: 5845
sentence: 278
flesch: 52
cache: cache/rw-179.htm
txt: txt/rw-179.txt
summary:
  Errors identified were classified according to use of WhatsApp language error (WLE), WhatsApp language error use of numbers (WLN) and use of words with letters that were omitted. Use of WhatsApp language errors Table 2 shows some of the sentences written by the respondents using WhatsApp language in the essays they wrote. TABLE 2:


id: rw-24
title: rw-24
extension: .htm
mime: text/html
words: 4730
sentence: 186
flesch: 47
cache: cache/rw-24.htm
txt: txt/rw-24.txt
summary:
  In order to prepare school teachers for these ongoing curriculum reforms and an increased assessment burden, the national and provincial Education Departments have held regular workshops and provided bursaries for teachers to embark on academic studies in their teaching field. Fuller, F. & Brown, O., 1975, ‘Becoming a Teacher’, in K. Ryan, Teacher Education, 74th yearbook of the National Society for the Study of Education, National Society for the Study of Education, Chicago.


id: rw-23
title: rw-23
extension: .htm
mime: text/html
words: 5836
sentence: 264
flesch: 49
cache: cache/rw-23.htm
txt: txt/rw-23.txt
summary:
  This suggests that teachers need to design reading strategy instruction that focuses on explicit instruction. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group.


id: rw-126
title: rw-126
extension: .htm
mime: text/html
words: 5684
sentence: 244
flesch: 40
cache: cache/rw-126.htm
txt: txt/rw-126.txt
summary:
  Within this contested space, there are three primary perspectives of student writing within higher education, essentially encapsulating one another: ‘study skills’, ‘academic socialisation’ and ‘academic literacies’ (Clarence 2012b; Lea & Street 1998; Street 1997). In order to improve student writing, their abilities as thinkers need to be addressed.


id: rw-197
title: rw-197
extension: .htm
mime: text/html
words: 8355
sentence: 392
flesch: 50
cache: cache/rw-197.htm
txt: txt/rw-197.txt
summary:
  Research shows that the success of technology used in the educational settings largely depends on teachers’ attitudes towards technology use (Albirini 2006:373). Moersch, C., 1999, ‘Assessing current technology use in the classroom: A key to efficient staff development and technology planning’, Learning and Leading with Technology 26(8), 40–49. Nehme, Z., 2000, ‘The social arena of the online synchronous environment’, Turkish Online Journal of Distance Education 9(2), 238–249.


id: rw-163
title: rw-163
extension: .htm
mime: text/html
words: 6966
sentence: 291
flesch: 52
cache: cache/rw-163.htm
txt: txt/rw-163.txt
summary:
  Expose learners, as part of scaffolding reading, to different exciting reading activities before, during and after reading so as to nurture positive reading attitudes. Learners were required to draw their perspectives or experiences about reading.


id: rw-236
title: rw-236
extension: .htm
mime: text/html
words: 7828
sentence: 323
flesch: 46
cache: cache/rw-236.htm
txt: txt/rw-236.txt
summary:
  Opfer, V.D. & Pedder, D., 2011, ‘Conceptualising teacher professional learning’, Review of Educational Research 81(3), 376–407. https://doi.org/10.3102/0034654311413609 Piper, B., Zuilkowski, S.S., Dubeck, M., JepkemeI, E. & King, S.J., 2018, ‘Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides’, World Development 106, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018 Pretorius, E.J., 2014, ‘Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training’, Perspectives in Education 32(1), 51–77. Abstract Introduction The Advanced Certificate in Teaching programme in South Africa Key findings about Lisa’s English as First Additional Language pedagogic practices Discussion Final thought Acknowledgements References Footnote About the Author(s) Faith K. Kimathi School of Education, University of KwaZulu-Natal, Pietermaritzburg Campus, Scottsville, South Africa Carol Bertram School of Education, University of KwaZulu-Natal, Pietermaritzburg Campus, Scottsville, South Africa Citation Kimathi, F.K. & Bertram, C., 2020, ‘Oral language teaching in English as First Additional Language at the Foundation Phase: A case study of changing practice’, Reading & Writing 11(1), a236. https://doi.org/10.4102/rw.v11i1.236 Original Research Oral language teaching in English as First Additional Language at the Foundation Phase: A case study of changing practice Faith K. Kimathi, Carol Bertram Received: 27 Mar. 2019; Accepted: 09 June 2020; Published: 27 Aug. 2020 Copyright: © 2020.


id: rw-149
title: rw-149
extension: .htm
mime: text/html
words: 6757
sentence: 282
flesch: 46
cache: cache/rw-149.htm
txt: txt/rw-149.txt
summary:
  Guided reading, in a small group context, was used as part of the strategy to explicitly teach reading comprehension strategies. If learners lack the ability to comprehend or use comprehension strategies effectively by Grade 3, they will fall behind their peers and find it difficult to catch up (Flynt & Cooter 2005; Geary 2006; Prado & Plourde 2011).


id: rw-242
title: rw-242
extension: .htm
mime: text/html
words: 6900
sentence: 262
flesch: 44
cache: cache/rw-242.htm
txt: txt/rw-242.txt
summary:
  Ethical digital storytelling practices from StoryCenter to higher education StoryCenter has attempted to move beyond generalised ethics to create situated guidelines for the ethical practice of DST. But is it possible to validate or ensure that digital story data – particularly when a story is subjective, deeply personal and emotional – is reliable?


id: rw-25
title: rw-25
extension: .htm
mime: text/html
words: 5542
sentence: 264
flesch: 60
cache: cache/rw-25.htm
txt: txt/rw-25.txt
summary:
  What this article has to contribute to this growing literature is my experience as a participant on a different kind of academic writing course, offered at Wits University by Cecile Badehorst, that combines both creative and academic writing strategies for the development of research writing. South Africa is not unusual in this respect and there is an extensive literature on the development of research writing in the academy (Mouton 2001; Hyland 2004; Hyland & Bondi 2006; Kamler & Thomson 2006; Partridge & Starfield 2007; Grant 2008; eds.


id: rw-258
title: rw-258
extension: .htm
mime: text/html
words: 7282
sentence: 260
flesch: 46
cache: cache/rw-258.htm
txt: txt/rw-258.txt
summary:
  Du Toit and Maseko note the work of Abiodun Salawu as among the few studies that exist and make a compelling case for the expansion of research on language use in journalism education, as well as the importance of multilingualism in journalism practice in the African context (Salawu 2007). In this study, Carey’s (2008) theory of communication as culture has been applied in as far as it will assist in understanding how pedagogical practices around language use in communications-based disciplines shape student perceptions of those academic disciplines and the professional fields they are likely to work in.


id: rw-115
title: rw-115
extension: .htm
mime: text/html
words: 7277
sentence: 229
flesch: 43
cache: cache/rw-115.htm
txt: txt/rw-115.txt
summary:
  ‘Keep going with Lunyole language work’. As a response to the observation of Busingye and Najjuma (2015:124) that there is a need to ‘tell stories behind the statistics’ of wide surveys of the state of Ugandan primary school education, in this article we describe and reflect critically on one imaginative response to the concerns raised in the USAID/USHRP report: an action research project in which the Ugandan co-ordinator of the African Storybook (ASb) initiative is working with primary school teachers from two schools in the Butaleja District.


id: rw-172
title: rw-172
extension: .htm
mime: text/html
words: 8085
sentence: 345
flesch: 46
cache: cache/rw-172.htm
txt: txt/rw-172.txt
summary:
  Many authors have also looked at the adoption of technology through various technology adoption models that have been developed in an attempt to understand ICT adoption, in general, and SMEs, in particular (Al Mursalin 2012; Anderson & Schwager 2004; Bagozzi 2007; Baker & White 2010; Bhattacherjee & Sanford 2006; Burnkrant & Page 1988; https://doi.org/10.1108/17410390510628418 Nguyen, T.H., 2009, ‘Information technology adoption in SMEs: An integrated framework’, International Journal of Entrepreneurial Behaviour and Research 15(2), 162–186. https://doi.org/10.1108/13552550910944566 Noll, C.L., 1993, ‘Planning curriculum for entrepreneurship education’, Business Education Forum 47(3), 1. Oke, A., Burke, G. & Myers, A., 2007, ‘Innovation types and performance in growing UK SMEs’, International Journal of Operations and Production Management 27(7), 735–753.


id: rw-209
title: rw-209
extension: .htm
mime: text/html
words: 7679
sentence: 326
flesch: 55
cache: cache/rw-209.htm
txt: txt/rw-209.txt
summary:
  This is because of the difference in sample sizes (written words vs. teacher talk) and is in line with corpus linguistics studies where spoken corpora are generally much smaller than written corpora (Nation 2006). Vocabprofile (http://www.lextutor.ca/vp/comp/) was used to compare the written and spoken corpora with the BNC-COCA 1–25 framework2 and determine word frequency levels.


id: rw-191
title: rw-191
extension: .htm
mime: text/html
words: 5661
sentence: 227
flesch: 39
cache: cache/rw-191.htm
txt: txt/rw-191.txt
summary:
  Subsequently, all these elements of TAM can serve as predictors of human behaviour (Fishbein & Ajzen 1975; Lee & Lehto 2013) or behavioural intention to use, thus resulting in TAM being seen as a useful predictor in explaining human behaviour concerning technology acceptance (Chinyamurindi & Louw 2010; Chinyamurindi & Shava 2015; Saadé, Nebebe & Tan 2007). https://doi.org/10.4102/sajhrm.v14i1.659 Chinyamurindi, W.T. & Louw, G.J., 2010, ‘Gender differences in technology acceptance in selected South African companies: Implications for electronic learning: Original research’, SA Journal of Human Resource Management 8(1), 1–7. https://doi.org/10.4102/sajhrm.v8i1.204 Clarke, V. & Braun, V., 2013, ‘Teaching thematic analysis:


id: rw-153
title: rw-153
extension: .htm
mime: text/html
words: 8040
sentence: 375
flesch: 50
cache: cache/rw-153.htm
txt: txt/rw-153.txt
summary:
  A number of studies show that students can transfer skills acquired in ER to academic reading in their subject areas. They concluded that ER attributes transfer to academic reading and should be incorporated into tertiary reading programmes to help improve tertiary level L2 students’ reading attitude, reading comprehension and vocabulary knowledge (Chen et al. 2013).


id: rw-254
title: rw-254
extension: .htm
mime: text/html
words: 9624
sentence: 415
flesch: 50
cache: cache/rw-254.htm
txt: txt/rw-254.txt
summary:
  Abstract Introduction Purpose of the study Reading challenges Reading habits and reading attitudes The importance of reading attitudes The impact of reading habits and attitudes on academic performance Motivation to read Theoretical framework Methodology Results Theme 1: Reading habits Theme 2: Reading attitude Theme 3: Motivation to read Discussion Recommendations Conclusion Acknowledgements References About the Author(s) Tilla Olifant Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa Madoda Cekiso Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa Eunice Rautenbach Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa Citation Olifant, T., Cekiso, M. & Rautenbach, E., 2019, ‘Teachers’ perceptions of Grades 8–10 English First Additional Language learners’ reading habits, attitudes and motivation’, Reading & Writing 10(1), a254. Reading habits and reading attitudes


id: rw-229
title: rw-229
extension: .htm
mime: text/html
words: 8269
sentence: 334
flesch: 52
cache: cache/rw-229.htm
txt: txt/rw-229.txt
summary:
  The data showed that although there were a number of challenges teachers experienced in their teaching of literacy in English in Grade 1, teachers also had ideas they believed could improve the teaching and learning of literacy at this level. Theme 2 The second theme revealed that the rationale for teachers instructional practices in the literacy classrooms was based on a number of factors, such as their pedagogic content knowledge in literacy, beliefs about the teaching and learning of literacy, in-service training, learner academic needs, curriculum standards, learner background (preschool and home background) and parental involvement.


id: rw-109
title: rw-109
extension: .htm
mime: text/html
words: 8708
sentence: 382
flesch: 51
cache: cache/rw-109.htm
txt: txt/rw-109.txt
summary:
  Introduction Imagination is seldom considered in relation to in-service teacher development initiatives for literacy teachers. It examines the importance of an awakening of the imagination in literacy teachers and the role this plays in helping them to become aware of new possibilities (Greene 1995) in reading and writing genres of text they do not usually work with.


id: rw-351
author: Office, Editorial
title: Table of Contents Vol 12, No1 (2021)
date: 2021-12-30
pages: 1
extension: .pdf
mime: application/pdf
words: 354
sentence: 8
flesch: 34
cache: cache/rw-351.pdf
txt: txt/rw-351.txt
summary:
  RW 12-1_2020_Contents.indd http://www.rw.org.za Open Access Table of Contents Original Research Using flashcards for English second language creative writing in Grade 1 Shivona Mathura, Free-Queen B. Zulu Reading & Writing | Vol 12, No 1 | a298 | 31 August 2021 Original Research Improving higher-order comprehension skills of Grade 3 learners in a second language at a quintile 2 school, in Cape Town, South Africa Vuyokazi Fatyela, Janet Condy, Lawrence Meda, Heather Phillips Reading & Writing | A review of national government discourse (2000–2019) Claire Biesman-Simons Reading & Writing | Vol 12, No 1 | a314 | 29 September 2021 Original Research Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency Naomi A.Y. Boakye Reading & Writing | Vol 12, No 1 | a285 | 27 October 2021 Reviewer Acknowledgement Reading & Writing | Vol 12, No 1 | a349 | 21 December 2021 55 63 73 82 94


id: rw-188
title: rw-188
extension: .htm
mime: text/html
words: 6897
sentence: 291
flesch: 47
cache: cache/rw-188.htm
txt: txt/rw-188.txt
summary:
  How do teachers draw on Grade 9 learners’ home visual literacy to develop school visual literacy in English first additional language (EFAL) classrooms? Mnyanda, L., 2017, ‘Investigating the interplay between Grade 9 learners’ home visual literacy knowledge and their development of school visual literacy in English First Additional Language classrooms’, Unpublished MEd thesis, Rhodes University, Grahamstown.


id: rw-128
title: rw-128
extension: .htm
mime: text/html
words: 8819
sentence: 377
flesch: 49
cache: cache/rw-128.htm
txt: txt/rw-128.txt
summary:
  Discursive construction of self-representation in English and Castilian Spanish research articles’, English for Specific Purposes 28(4), 251–265. https://doi.org/10.1016/j.esp.2009.05.001 Tang, R. & John, S., 1999, ‘The “I” in identity: Exploring writer identity in student academic writing through the first person pronoun’, English for Specific Purposes 18(S1), S23–S39. Camiciottoli, B.C., 2003, ‘Metadiscourse and ESP reading comprehension: An exploratory study’, Reading in a Foreign Language 15(1), 28–44. Cheng, X. & Steffenson, M., 1996, ‘Metadiscourse: A technique for improving student writing’, Research in the Teaching of English 30(2), 149–181. Crismore, A., Markkanen, R. & Steffensen, M.S., 1993, ‘Metadiscourse in persuasive writing: A study of texts written by American and Finnish university students’, Written Communication 10(1), 39–71. https://doi.org/10.1177/0741088393010001002


id: rw-261
title: rw-261
extension: .htm
mime: text/html
words: 7181
sentence: 405
flesch: 61
cache: cache/rw-261.htm
txt: txt/rw-261.txt
summary:
  In writing classrooms, teaching strategies refer to classroom ways of talking, showing and guiding, active participation so that the unknowing can come to know, those without understanding can comprehend and discern, and the unskilled become adept (Leach & Moon 2008). In other words, teachers are encouraged to balance the product approach with other writing approaches in order to effectively support the development of their learners’ writing skills.


id: rw-12
author: Mendelowitz, Belinda; Davis, Harriet
date: 2011-05-25
pages: 22
extension: .pdf
mime: application/pdf
words: 8807
sentence: 470
flesch: 63
cache: cache/rw-12.pdf
txt: txt/rw-12.txt
title:
  A Circle of Learning: The impact of a narrative multilingualism approach on in-service teachers’ literacy pedagogies

summary:
  | } ~ } � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 56 Reading and writing rough this narrative lesson she learned about the link between language use and identity and the impact of linguicism (language prejudice) | } ~ } � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 55Belinda Mendelowitz and Harriet Davis in the wider social community on her learners.


id: rw-277
title: rw-277
extension: .htm
mime: text/html
words: 7545
sentence: 335
flesch: 52
cache: cache/rw-277.htm
txt: txt/rw-277.txt
summary:
  The second theme entailed the implementation of policy documents, and two sub-themes were identified: skills and knowledge educators need to implement reading policies and other documents, as well as teaching methods and strategies educators use to teach reading. Proper interpretation and implementation of reading policies is essential for successful teaching.


id: rw-27
title: rw-27
extension: .htm
mime: text/html
words: 7637
sentence: 329
flesch: 49
cache: cache/rw-27.htm
txt: txt/rw-27.txt
summary:
  At least one laboratory assistant has been employed to assist in training students and staff in ICT use. We suggest that ICT policy should address teacher educators’ use of digital technology across diverse sites, and that innovations such as the eGranary portable digital library might be particularly useful in poorly resourced educational institutions.


id: rw-265
title: rw-265
extension: .htm
mime: text/html
words: 8021
sentence: 312
flesch: 47
cache: cache/rw-265.htm
txt: txt/rw-265.txt
summary:
  Ehri, L.C. & Wilce, L.S., 1982, ‘The salience of silent letters in children’s memory for word spellings’, Memory and Cognition 10, 155–166. Abstract Introduction Literature review Language structure of isiXhosa Methodology Results Discussion Conclusion Acknowledgements References Appendix 1 About the Author(s) Mikaela A. Daries Department of Linguistics and Applied Language Studies, Faculty of Humanities, Rhodes University, Makhanda, South Africa Tracy N. Probert Department of Linguistics and Applied Language Studies, Faculty of Humanities, Rhodes University, Makhanda, South Africa Citation Daries, M. A. & Probert, T.N., 2020, ‘A linguistic analysis of spelling errors in Grade 3 isiXhosa home-language learners’, Reading & Writing 11(1),


id: rw-28
title: rw-28
extension: .htm
mime: text/html
words: 5965
sentence: 251
flesch: 47
cache: cache/rw-28.htm
txt: txt/rw-28.txt
summary:
  A culture where reading is viewed in a negative light by people whose approval a learner seeks, may not encourage positive reading attitudes. This argument underscores the role of teachers, parents and communities in the development of positive reading attitudes.


id: rw-298
title: rw-298
extension: .htm
mime: text/html
words: 6533
sentence: 293
flesch: 51
cache: cache/rw-298.htm
txt: txt/rw-298.txt
summary:
  Learners who have difficulty speaking English generally encounter problems writing it, which hampers their creative writing ability. Objectives: The purpose of the research was to identify a teaching strategy to facilitate ESL learners with creative writing. Within the last stage, reflection on the efficacy of flashcards on improving ESL learners writing was carried out and the determination of whether this method should be employed or changed in future, as well as whether a new cycle of action research needed to be carried out.


id: rw-284
title: rw-284
extension: .htm
mime: text/html
words: 8241
sentence: 311
flesch: 52
cache: cache/rw-284.htm
txt: txt/rw-284.txt
summary:
  Abstract Introduction Translanguaging Enhancing reading ability through text prediction The study Intervention Data presentation Findings incidental to the study Discussion Conclusion Acknowledgements References About the Author(s) The findings also indicated that accurate text prediction is determined by a number of factors, which include the reader’s familiarity with the content, the context of the reading text and the vocabulary used therein. Conclusion: For text prediction as a reading development strategy to be successful, the text and the reader’s knowledge of the word, the world and the language ought to match.


id: rw-37
title: rw-37
extension: .htm
mime: text/html
words: 4715
sentence: 207
flesch: 50
cache: cache/rw-37.htm
txt: txt/rw-37.txt
summary:
  Working memory will be defined and discussed, including the different components involved in working memory. Working memory has been defined and discussed with reference to the different components involved in working memory.


id: rw-2
author: Parry, Kate
title: African literacies: Which of them matter, and why?
date: 2010-05-22
pages: 14
extension: .pdf
mime: application/pdf
words: 6593
sentence: 364
flesch: 65
cache: cache/rw-2.pdf
txt: txt/rw-2.txt
summary:
  e development of local language literacies is also important for ensuring that the languages themselves survive. !is role in relation to school literacy is signi#ed clearly by the library’s prox- imity to Kitengesa Comprehensive Secondary School and by the fact that members of the school are entitled to free membership of the library (other library members have to pay a small annual fee).


id: rw-293
title: rw-293
extension: .htm
mime: text/html
words: 8943
sentence: 387
flesch: 42
cache: cache/rw-293.htm
txt: txt/rw-293.txt
summary:
  Conclusion This study is a content analysis of aspects and levels of reading comprehension passages tested in WASSCE. Keywords: content analysis; language testing; comprehension passages; secondary school.


id: rw-279
author: Office, Editorial
title: Table of Contents Vol 10, No 1 (2019)
date: 2019-12-19
pages: 1
extension: .pdf
mime: application/pdf
words: 510
sentence: 15
flesch: 36
cache: cache/rw-279.pdf
txt: txt/rw-279.txt
summary:
  Experiences of Rwandan secondary school English teachers Epimaque Niyibizi, Emmanuel Sibomana, Juliet Perumal Reading & Writing | Vol 10, No 1 | a206 | 07 May 2019 Original Research Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students Vimbai Hungwe Reading & Writing | Vol 10, No 1 | a216 | 27 June 2019 Original Research The effect of social media on English second language essay writing with special reference to WhatsApp Sister L. Songxaba, Limkani Sincuba Reading & Writing | Vol 10, No 1 | a179 | 30 Rethinking reading support Kristien Andrianatos Reading & Writing | Vol 10, No 1 | a241 | 30 September 2019 Original Research Exploring teachers’ instructional practices for literacy in English in Grade 1: A case study of two urban primary schools in the Shiselweni region of Eswatini (Swaziland) Patience Dlamini, Ayub Sheik Reading & Writing | Vol 10, No 1 | a229 | 17 October 2019 Original Research Perceptions of undergraduates on the relationship between exposure to blended learning and online critical literacy skills Titi J. Fola-Adebayo Reading & Writing | Vol 10, No 1 | a200 | 30 October 2019 Original Research Teachers’ perceptions of Grades 8–10 English First Additional Language learners’ reading habits, attitudes and motivation Tilla Olifant, Madoda Cekiso, Eunice Rautenbach Reading & Writing | Vol 10, No 1 | a254 | 04 November 2019 Original Research Adapting a screening tool for dyslexia in isiXhosa Annelize Clark, Kalavani Naidoo, Adaiah Lilenstein Reading & Writing |


id: rw-304
title: rw-304
extension: .htm
mime: text/html
words: 7749
sentence: 317
flesch: 50
cache: cache/rw-304.htm
txt: txt/rw-304.txt
summary:
  The CAPS document also suggests that at Home Language level of study, learners will develop their ‘literary, aesthetic and imaginative’ (CAPS 8) abilities and that through engagement with literature learners will develop a sensitivity to language ‘that is more refined, literary, figurative, symbolic and deeply meaningful than much of what else they may read’ (CAPS 12). Conclusion and recommendations In conclusion, this study has sought to understand how a group of AP English learners reflected on the role of literature in their lives, both in and out of school.


id: rw-275
author: Office, Editorial
title: Acknowledgement to reviewers
date: 2019-12-11
pages: 1
extension: .pdf
mime: application/pdf
words: 418
sentence: 15
flesch: 32
cache: cache/rw-275.pdf
txt: txt/rw-275.txt
summary:
  Abram Mashatole Alissa J. Hartig Andre Steenkamp Arua E. Arua Berit G.A. Lundgren Boitumelo T. Ramoroka Bulelwa Makena Candice Livingston Carien Wilsenach Christian Heuer Christine Winberg Cornelia G.A. Smith Dianne Shober Elizabeth Pretorius Elsemieke Wishart Emmanuel Mgqwashu Geesje van den Berg Ilse Fouche Ina Joubert James K. Njenga Janet Condy Janet Douglas Karen Roux Kerryn Dixon Kofi P. Quan-Baffour Kristian D. Stewart Kristien Andrianatos Lee Rusznyak Leigh Rohde Leon Benade Liezel Cilliers Lisa Zimmerman Lynne Walters Margaret A. Hill Mark de Vos Maxine Schaefer Nchindila Bernard Peter Pluddemann Pineteh E. Angu René Nathanson Sandra J. Land Sarah Godsell Sharan Badiger Surette van Staden Tesfaye A Gidalew Vimbai Hungwe William Kelleher http://www.rw.org.za� https://rw.org.za� https://rw.org.za� https://rw.org.za/index.php/rw/user https://rw.org.za/index.php/rw/user mailto:publishing@aosis.co.za http://www.rw.org.za Open Access Page 1 of 1 Reviewer Acknowledgement Acknowledgement to reviewers In an effort to facilitate the selection of appropriate peer reviewers for Reading & Writing, we ask that you take a moment to update your electronic portfolio on https://rw.org.za for our files, allowing us better access to your areas of interest and expertise, in order to match reviewers with submitted manuscripts.


id: rw-312
title: rw-312
extension: .htm
mime: text/html
words: 8125
sentence: 361
flesch: 52
cache: cache/rw-312.htm
txt: txt/rw-312.txt
summary:
  Thompson, S., Vaughn, S., Prater, K. & Cirino, P.T., 2004, ‘The response to intervention of English language learners at risk for reading problems’, Journal of Learning Disabilities 39(5), 390–398. https://doi.org/10.1177/00222194060390050201 Vacca, R.T. & Vacca, J.L., 2005, Content area reading, 3rd edn., Scott, Foresman and Company, London. Primary school learners in South Africa have particularly low literacy and comprehension skills: many learners struggle to read for understanding.


id: rw-346
title: rw-346
extension: .htm
mime: text/html
words: 7769
sentence: 387
flesch: 58
cache: cache/rw-346.htm
txt: txt/rw-346.txt
summary:
  Keywords: legitimation code theory (LCT); semantic gravity; semantic waves; learning pathways; scaffolding; metaphor. Zaheera Jina Asvat Wits School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa Citation Jina Asvat, Z., 2022, ‘Semantic waves and their affordances for teaching scaffolding to pre-service teachers’, Reading & Writing 13(1), a346.


id: rw-333
title: rw-333
extension: .htm
mime: text/html
words: 7793
sentence: 342
flesch: 40
cache: cache/rw-333.htm
txt: txt/rw-333.txt
summary:
  Practical learning which refers to learning from and in practice is a component of WIL and a vehicle that teacher education programmes could use to help student teachers to develop tacit knowledge which is an essential component of learning to teach (DHET 2015:10). Situated learning As mentioned before, it is the norm for student teachers in teacher education programmes to be placed at external sites for practical work.


id: rw-316
title: rw-316
extension: .htm
mime: text/html
words: 8635
sentence: 357
flesch: 44
cache: cache/rw-316.htm
txt: txt/rw-316.txt
summary:
  The study is grounded in Paulo Freire’s critical pedagogy theory and has some implications for adult literacy throughout the developing world where millions of adult refugees find themselves vulnerable. This article focuses on the dearth of adult literacy of indigenous languages among refugees in South Africa, and how their limitations become an impediment to their daily means of survival, socio-economic function, entrepreneurship, and livelihoods.


id: rw-260
title: rw-260
extension: .htm
mime: text/html
words: 6684
sentence: 247
flesch: 39
cache: cache/rw-260.htm
txt: txt/rw-260.txt
summary:
  Abstract Introduction Policy and practice in the research literature A conceptual framework for the study of assessment policies Theoretical framework Research methods and design for policy analysis Results of the study: However, attempting to drive educational change through assessment policy is likely to have unintended consequences, as several studies have shown (see, e.g., Birenbaum et al. 2015).


id: rw-41
title: rw-41
extension: .htm
mime: text/html
words: 5810
sentence: 248
flesch: 49
cache: cache/rw-41.htm
txt: txt/rw-41.txt
summary:
  In citation, the content can be attributed to another source by the explicit use of reporting verbs. The study sheds light on how reporting verbs can be used in the construction of stance in academic writing.


id: rw-405
title: rw-405
extension: .htm
mime: text/html
words: 6809
sentence: 276
flesch: 43
cache: cache/rw-405.htm
txt: txt/rw-405.txt
summary:
  Keywords: explicit strategies; professional development; reading comprehension strategies; reading motivation, reading problems; reading proficiency; self-efficacy; teacher development. It is recommended that in future studies, for more depth and objectivity of knowledge teachers acquired, a pre test and a post test should be administered.


id: rw-393
title: rw-393
extension: .htm
mime: text/html
words: 6833
sentence: 291
flesch: 47
cache: cache/rw-393.htm
txt: txt/rw-393.txt
summary:
  Since ‘reading comprehension takes place in the mind of the reader without being explicitly visible’, it is challenging for teachers to know how to help their learners read in ways that enhance comprehension and how to effectively select appropriate reading comprehension strategies (Bruggink et al. 2022:28). Keywords: Community of Inquiry framework; comprehension strategies; critical thinking; online; qualitative; professional development.


id: rw-302
author: Office, Editorial
title: Acknowledgement to Reviewers
date: 2020-12-22
pages: 1
extension: .pdf
mime: application/pdf
words: 398
sentence: 17
flesch: 40
cache: cache/rw-302.pdf
txt: txt/rw-302.txt
summary:
  Abram Mashatole Andre Steenkamp Arua E. Arua Bulelwa Makena Carisma Nel Elizabeth J. Pretorius Elsemieke Wishart Geesje van den Berg Irina Usanova Jacqui Dornbrack Jan A.A. Engelen Janet Condy Kamala Pather Karen Roux Karin S. Murris Kerryn Dixon Kofi P. Quan-Baffour Laura Dison Laura M. Drennan Lee Rusznyak Leon Benade Lizette J. de Jager Madoda P. Cekiso Maria do Carmo L. Gomes Mark de Vos Maximus Sefotho Maxine Schaefer Nchindila Bernard Nick M. Tembo Sonja Brink Sumari Erasmus Surette van Staden Tracy N. Probert Vukile D. Mgijima http://www.rw.org.za� https://rw.org.za� https://rw.org.za� https://rw.org.za� https://rw.org.za/index.php/rw/user https://rw.org.za/index.php/rw/user mailto:publishing@aosis.co.za http://www.rw.org.za Open Access Page 1 of 1 Reviewer Acknowledgement Acknowledgement to reviewers In an effort to facilitate the selection of appropriate peer reviewers for Reading & Writing, we ask that you take a moment to update your electronic portfolio on https://rw.org.za for our files, allowing us better access to your areas of interest and expertise, in order to match reviewers with submitted manuscripts.


id: rw-401
title: rw-401
extension: .htm
mime: text/html
words: 7582
sentence: 299
flesch: 44
cache: cache/rw-401.htm
txt: txt/rw-401.txt
summary:
  Teachers also allude to constraints that hinder the development of critical thinking which include ‘lack of time for designing and developing critical thinking activities’ (Toshpulatova & Kinjemuratova 2020:52) and because of a ‘lack of understanding of how to develop tools for fostering criticality they find integration difficult’ (Choy & Cheah 2009:198). Conclusion: The Reading-for-Meaning workshop provided the tools which teachers used to encourage learners to express their opinion and answer more critical questions based on predictions, make inferences, make connections, clarify, summarise and paraphrase, and so develop critical thinking skills and subsequently improve comprehension skills.


id: rw-307
author: Office, Editorial
title: Table of Contents Vol 11, No 1 (2020)
date: 2020-12-23
pages: 1
extension: .pdf
mime: application/pdf
words: 510
sentence: 13
flesch: 36
cache: cache/rw-307.pdf
txt: txt/rw-307.txt
summary:
  Vol 11, No 1 | a281 | 10 September 2020 Original Research A linguistic analysis of spelling errors in Grade 3 isiXhosa home-language learners Mikaela A. Daries, Tracy N. Probert Reading & Writing | Vol 11, No 1 | a265 | 15 October 2020 Original Research Experiences in a tutoring programme for BEd Foundation Phase isiXhosa first-language students Vol 11, No 1 | a242 | 14 May 2020 Original Research Phonological awareness and speech perception: Skills of Grade 1 English second language learners Casey J. Eslick, Mia le Roux, Salome Geertsema, Lidia Pottas Reading & Writing | Vol 11, No 1 | a263 | 27 May 2020 Original Research Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension Maryna M. de Lange, Christine Winberg, Hanlie Dippenaar Reading & Writing | Vol 11, No 1 | a260 | 27 May 2020 Original Research Student perceptions of multilingualism and the culture of communication in journalism studies in higher education Sisanda B. Nkoala Reading & Writing |


id: rw-50
title: rw-50
extension: .htm
mime: text/html
words: 5411
sentence: 244
flesch: 55
cache: cache/rw-50.htm
txt: txt/rw-50.txt
summary:
  Taking stock of South African student teachers’ reading habits In This Original Research... Open Access • Abstract • Introduction • Teachers as readers • Methodology • Findings    • Attitude towards reading    • Reading habits: Frequency of reading for pleasure    • Reading habits: Favourite book and last read books    • Checking reading habits: Reading habits: Favourite book and last read books The next section details what respondents’ favourite novel and last read novel were and through this, explores reading habits and patterns to indicate overall engagement with books.


id: rw-259
title: rw-259
extension: .htm
mime: text/html
words: 7974
sentence: 263
flesch: 38
cache: cache/rw-259.htm
txt: txt/rw-259.txt
summary:
  Tutoring as academic and non-academic support at higher education institutions In addition to mastering the academic course content, higher education students are required to learn to think independently and question established truths (Karp 2011). De Backer et al. (2012) amplify this need for metacognitive awareness when stating that the majority of higher education students from disadvantaged communities lack the skill and ability to self-regulate their learning, a skill that is crucial for success at tertiary level.


id: rw-55
extension: .htm
mime: text/html
words: 5072
sentence: 232
flesch: 55
cache: cache/rw-55.htm
txt: txt/rw-55.txt
summary:
  This research suggests that teachers and teacher educators should not underestimate the benefits of play structures such as the School Game, already played by rural school children, to promote extramural learning and positive experiences amongst learners. Introduction Top ↑ Zhang (2006:583), reviewing the Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ) findings for 2000, shows that rural children lag behind their counterparts in cities.


id: rw-414
title: rw-414
extension: .htm
mime: text/html
words: 7955
sentence: 349
flesch: 52
cache: cache/rw-414.htm
txt: txt/rw-414.txt
summary:
  There is extensive research on academic writing, but research on ‘snack writing’ is limited. Keywords: academic writing; activity theory; online chat; online writing group; postgraduate scholars; research supervisors; ‘snack writing’; time management.


id: rw-45
title: rw-45
extension: .htm
mime: text/html
words: 6043
sentence: 215
flesch: 46
cache: cache/rw-45.htm
txt: txt/rw-45.txt
summary:
  It is of great importance that parents actively engage in early home literacy activities with their children, since they assist in the development of cognitive and linguistic skills, which in turn assist in learner reading achievement (see also Sénéchal & LeFevre 2002). The first eight items were therefore investigated to establish if principals reported these activities for Grade 1 level and to investigate any under-reported activities that could possibly impact learner reading scores.


id: rw-324
title: rw-324
extension: .htm
mime: text/html
words: 9696
sentence: 430
flesch: 52
cache: cache/rw-324.htm
txt: txt/rw-324.txt
summary:
  Learners do not focus on only local understandings; rather this comprehension skill allows learners to think globally. This research identifies a gap in the research and records an intervention programme designed to engage learners and develop their higher-order comprehension abilities.


id: rw-349
author: Office, Editorial
title: Acknowledgement to reviewers
date: 2021-12-21
pages: 1
extension: .pdf
mime: application/pdf
words: 388
sentence: 17
flesch: 38
cache: cache/rw-349.pdf
txt: txt/rw-349.txt
summary:
  http://www.rw.org.za Open Access Page 1 of 1 Reviewer Acknowledgement Acknowledgement to reviewers In an effort to facilitate the selection of appropriate peer reviewers for Reading & Writing, we ask that you take a moment to update your electronic portfolio on https://rw.org.za for our files, allowing us better access to your areas of interest and expertise, in order to match reviewers with submitted manuscripts. It is good practice as a reviewer to update your personal details regularly to ensure contact with you throughout your professional term as reviewer to Reading & Writing.


id: rw-328
title: rw-328
extension: .htm
mime: text/html
words: 9333
sentence: 463
flesch: 51
cache: cache/rw-328.htm
txt: txt/rw-328.txt
summary:
  An intervention project was set up to discover how community signs could be used as a pedagogical tool for teaching learners to be critical readers. As ‘researchers’, the learners collected community signs from around their township and conducted interviews with community members.


id: rw-409
title: rw-409
extension: .htm
mime: text/html
words: 8804
sentence: 338
flesch: 35
cache: cache/rw-409.htm
txt: txt/rw-409.txt
summary:
  When the researchers deliberated on the category ‘Mathematical language’, the six participants, based on their personal perceptions, experiences, and feelings, expressed a variety of perspectives on their understanding of mathematical language. As one of the aims of this research study was to explore, describe, and understand what Grade 1 teachers’ understandings of mathematical language are in a South African context, the researchers could not obtain a full picture of the category ‘Mathematical language’ by just observing Grade 1 teachers teaching mathematics.


id: rw-256
title: rw-256
extension: .htm
mime: text/html
words: 8907
sentence: 280
flesch: 39
cache: cache/rw-256.htm
txt: txt/rw-256.txt
summary:
  Keywords: Cause-effect relation of latent variables; Scientific multiple text reading comprehension; Sequential mediation model; Cognitive mechanism of reading comprehension; Psychology studies; Science. In other words, what are the latent variables that can be used as key concepts of multiple text reading comprehension?


id: rw-263
title: rw-263
extension: .htm
mime: text/html
words: 7535
sentence: 287
flesch: 44
cache: cache/rw-263.htm
txt: txt/rw-263.txt
summary:
  It is important to investigate foundational phonological awareness (PA), as well as speech perception skills to guide the development of effective intervention for EL2 learners to facilitate optimal literacy acquisition. The study aimed to describe the PA and speech perception in noise skills of South African Grade 1, EL2 participants, learning in an English first language (EL1) context, to inform evidence-based support during literacy acquisition for EL2 learners.


id: rw-365
title: rw-365
extension: .htm
mime: text/html
words: 10519
sentence: 410
flesch: 46
cache: cache/rw-365.htm
txt: txt/rw-365.txt
summary:
  In the later stages (transitional and correct stages), learners move from phonological spelling and start to incorporate morphological and orthographic knowledge when spelling (Gentry 1982). Furthermore, Gentry (2004:11) states that ‘learners learn to read by spelling’ and knowledge of the alphabetic principle necessary for spelling supports reading.


id: rw-4
author: Van Staden, Surette; Howie, Sarah
title: South African teacher proles and emerging teacher factors: The picture painted by PIRLS 2006
date: 2010-05-22
pages: 14
extension: .pdf
mime: application/pdf
words: 4719
sentence: 213
flesch: 56
cache: cache/rw-4.pdf
txt: txt/rw-4.txt
summary:
  For the purposes of reporting results, this paper utilized the data obtained from the teacher questionnaires, as completed by teachers of Grade Four learners who participated in the PIRLS 2006 assessment. Internationally, PIRLS 2006 required the assessment of learners who have had four years of schooling and for most countries this requirement translated to Grade Four learners. !


id: rw-29
title: rw-29
extension: .htm
mime: text/html
words: 6078
sentence: 320
flesch: 57
cache: cache/rw-29.htm
txt: txt/rw-29.txt
summary:
  (4) Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? Researchers have explored reading strategies that first and second language (L1 and L2) readers used to compensate for their lack of reading proficiency and what they did to increase reading comprehension (Carell, Pharis & Liberto 1989; Mokhtari & Sheorey 2002).


id: rw-403
title: rw-403
extension: .htm
mime: text/html
words: 338
sentence: 19
flesch: 45
cache: cache/rw-403.htm
txt: txt/rw-403.txt
summary:
  ‘Literacy matters in sustainable livelihood development among refugee adults in South Africa’. About the Author(s) Janet L. Condy Department of Education, Faculty of Education, Cape Peninsula University of Technology, Cape Town, South Africa Citation Condy, J.L., 2022, ‘From the editors’ desk: Reading & Writing Journal Volume 13 (2022)’, Reading & Writing 13(1), a403.


id: rw-35
title: rw-35
extension: .htm
mime: text/html
words: 9366
sentence: 407
flesch: 48
cache: cache/rw-35.htm
txt: txt/rw-35.txt
summary:
  There seems no doubt that something needs to be done to improve the reading ability of secondary school students, especially those who will proceed to study at the tertiary level. Jankie’s goals are in keeping with the policy outlined by the Ministry of Education that in secondary schools students should develop an appreciation for their own culture as well as for other cultures that may be similar or different from their own.


id: rw-415
author: Office, Editorial
title: Table of Contents Vol 13, No 1 (2022)
date: 2022-12-31
pages: 1
extension: .pdf
mime: application/pdf
words: 380
sentence: 7
flesch: 25
cache: cache/rw-415.pdf
txt: txt/rw-415.txt
summary:
  Vol 13, No 1 | a372 | 25 August 2022 Original Research Female gender representation in selected South African magazines Nonkululeko N. Shabangu, Sandra Rossouw, Cornelia G. Smith Reading & Writing | Vol 13, No 1 | a385 | 21 September 2022 Original Research RW 13-1_2022_Contents.indd http://www.rw.org.za Open Access Table of ContentsPage i of i Table of Contents Editorial From the editors’ desk: Reading & Writing Journal Volume 13 (2022) Janet L. Condy Reading & Writing | Vol 13, No 1 | a403 | 22 December 2022 Original Research Learners’ reading between the signs in the English second language classroom Rockie Sibanda Reading & Writing | Vol 13, No 1 | a328 | 14 January 2022 Original Research Five Grade 7 learners’ understanding of comprehension skills at a quintile 5 school in South Africa Nomonde Ntshikila, Janet L. Condy, Lawrence Meda, Heather N. Phillips Reading & Writing |


id: rw-290
title: rw-290
extension: .htm
mime: text/html
words: 8295
sentence: 377
flesch: 54
cache: cache/rw-290.htm
txt: txt/rw-290.txt
summary:
  https://doi.org/10.5785/33-1-710 Boakye, N.Y., 2017b, ‘Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits’, Reading & Writing 8(1), 1–9. Simon, B., 2018, ‘Extensive reading and effects on reading, writing and vocabulary: A literature review’, Theoretical and Applied Linguistics at Kobe Shoin 21, 1–10.


id: rw-281
title: rw-281
extension: .htm
mime: text/html
words: 8686
sentence: 323
flesch: 39
cache: cache/rw-281.htm
txt: txt/rw-281.txt
summary:
  The choice of the two variables (critical reading perceptions and practices) was informed by the authors’ curiosity to understand learners’ beliefs about their knowledge of critical reading. Abstract Introduction Purpose of the study Literature review Methodology Findings Discussion Conclusion Recommendations Acknowledgements References About the Author(s) Tilla Olifant Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa Madoda Cekiso Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa Eunice Rautenbach Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa Citation Olifant, T., Cekiso, M. & Rautenbach, E., 2020, ‘Critical reading perceptions and practices of English First Additional Language learners in Gauteng, Tshwane South district’, Reading & Writing 11(1), a281.


id: rw-59
title: rw-59
extension: .htm
mime: text/html
words: 6810
sentence: 304
flesch: 55
cache: cache/rw-59.htm
txt: txt/rw-59.txt
summary:
  The advantages for language learners of being given the opportunity to originate meaning visually first are obvious: visual perception does not require prior mastery of a symbolic system to compose a text. In a large scale longitudinal study of English language learners’ (ELLS’) performance in the United States, Collier and Thomas (2004:5) are critical of the assumption in federal legislation that E.L.L.s should be on grade level in three years and ‘consistently found that it takes six to eight years, for ELLs to reach grade level in [second language] L2’.


id: rw-385
title: rw-385
extension: .htm
mime: text/html
words: 7665
sentence: 361
flesch: 49
cache: cache/rw-385.htm
txt: txt/rw-385.txt
summary:
  Female reader participant R2M1 said: ‘In my opinion, women magazine content has turned women into objects, or ornaments especially in advertisements, where they wear revealing clothes and are used to sell products. It was reported that some readers who enjoy female magazines try to defend themselves and to focus on magazines’ positive attributes.


id: rw-62
extension: .htm
mime: text/html
words: 6218
sentence: 250
flesch: 51
cache: cache/rw-62.htm
txt: txt/rw-62.txt
summary:
  They also took a very long time to finish reading texts. Introduction Top ↑ Poor levels of English first additional language (EFAL) reading comprehension among school learners at most public schools in South Africa are a great concern.


id: rw-42
title: rw-42
extension: .htm
mime: text/html
words: 5047
sentence: 195
flesch: 51
cache: cache/rw-42.htm
txt: txt/rw-42.txt
summary:
  Article Information Authors: Madoda Cekiso1 Nophawu Madikiza1 Affiliations 1Department of English, University of Fort Hare, South Africa Correspondence to: Madoda Cekiso Postal address: PO Box 8 Nqamakwe 4990, South Africa Dates: Received: 31 July 2013 Accepted: 19 May 2014 Published: 10 Sept. 2014 How to cite this article: Cekiso, M. & Madikiza, N., 2014, ‘Reading strategies used by Grade 9 English Second Language learners in a selected school’, Reading & Writing 5(1), Art. Reading strategies used by Grade 9 English Second Language learners in a selected school In This Original Research... Open Access • Abstract • Introduction    • Purpose of the study    • Theoretical perspective    • Problem statement    • Rationale of the study    • Research method       • Instrumentation       • Data analysis • Findings and discussion • Conclusion and recommendations • Acknowledgements    • Competing interests    • Authors’ contributions • References Abstract Top ↑ Knowledge of the reading strategies used by English Second Language learners can help teachers to plan appropriate lessons and apply relevant methods of teaching reading in order to enhance learners’ reading comprehension.


id: rw-9
author: Office, Editorial
title: Editorial
date: 2011-05-25
pages: 2
extension: .pdf
mime: application/pdf
words: 989
sentence: 32
flesch: 47
cache: cache/rw-9.pdf
txt: txt/rw-9.txt
summary:
  � � � � � � � � � � � � � � � � � � ! We encourage contributions from a range of dierent disciplines and across disciplinary boundaries. � � � � � � � � � � � � � � � � � � !


id: rw-294
title: rw-294
extension: .htm
mime: text/html
words: 7334
sentence: 257
flesch: 35
cache: cache/rw-294.htm
txt: txt/rw-294.txt
summary:
  Despite this knowledge, serving the large population of children requiring reading intervention is a challenge, especially in resource-constrained contexts. The review highlights a gap in research that should be addressed due to the potential positive impact ICT reading interventions could have in such contexts.


id: rw-285
title: rw-285
extension: .htm
mime: text/html
words: 9813
sentence: 427
flesch: 47
cache: cache/rw-285.htm
txt: txt/rw-285.txt
summary:
  Karami (2008) takes this further and defines reading strategies as the conscious, internally variable psychological techniques aimed at improving the effectiveness of, or compensating for the breakdowns in, reading comprehension on specific reading tasks and in specific contexts. He highlights as important the following aspects of reading strategies: conscious, subject to change, used to address problems, context-dependent, used to improve reading performance, and used to address comprehension breakdown.


id: rw-314
title: rw-314
extension: .htm
mime: text/html
words: 8178
sentence: 311
flesch: 40
cache: cache/rw-314.htm
txt: txt/rw-314.txt
summary:
  In reflecting on the uptake of the term within Southern Africa, Perry (2008:66) stressed the importance of identifying ‘“[w]hat might a local reading culture look like?” rather than trying to import western reading culture into the region’. Keywords: reading; culture of reading; reading practices; reading for pleasure; reading campaigns; Department of Basic Education; materials; literacy myth.


id: rw-31
title: rw-31
extension: .htm
mime: text/html
words: 7046
sentence: 249
flesch: 50
cache: cache/rw-31.htm
txt: txt/rw-31.txt
summary:
  Studies have also shown that skilled writers tend to view planning and composing as a continual process which includes developing an initial set of goals or plans to guide the writing process (see Ascención 2004; Goddard & Sendi 2008; Plakans 2009). Drafting and redrafting (χ2=12.857; df = 2; p < 0.005) were employed mostly by skilled writers either efficiently (26.7%) or partially efficiently (33.3%).


id: rw-75
extension: .htm
mime: text/html
words: 5134
sentence: 222
flesch: 43
cache: cache/rw-75.htm
txt: txt/rw-75.txt
summary:
  Also prevalent is Nigerian Creole, the Sapele and Warri variant of what is often called Nigerian Pidgin language (Ukwuoma 2013), described as the most extensively used pidgin in the world (Faraclas 1996). Ndolo, I.S., 1989, ‘The case of promoting Nigerian Pidgin language’, Journal of Modern African Studies 27, 679–684.


id: rw-52
extension: .htm
mime: text/html
words: 6334
sentence: 265
flesch: 42
cache: cache/rw-52.htm
txt: txt/rw-52.txt
summary:
  Bandura (1997) points out that this source of self-efficacy is not strong enough to make a significant impact on efficacy beliefs because it does not provide an authentic experiential base. Bandura (1997:79) explains that ‘it is easier to sustain a sense of efficacy, especially when struggling with difficulties, if significant others express faith in one's capabilities than if they convey doubts’.


id: rw-69
extension: .htm
mime: text/html
words: 8117
sentence: 374
flesch: 59
cache: cache/rw-69.htm
txt: txt/rw-69.txt
summary:
  In this article we focus on a philosophy with children action research project and interpret children's philosophical responses to a picturebook by award-winning author and illustrator Anthony Browne. TIMMS & PIRLS International Study Center, 2011, ‘Performance at the PIRLS 2011 International Benchmarks’, viewed 03 June 2015, from http://timssandpirls.bc.edu/pirls2011/downloads/P11_IR_Chapter2.pdf Wartenberg, T., 2009, Big ideas for little kids: Teaching philosophy through children's literature, Rowman & Littlefield, Lanham. Winograd, K., 2003, ‘The functions of teacher emotions:


id: rw-71
extension: .htm
mime: text/html
words: 6827
sentence: 293
flesch: 42
cache: cache/rw-71.htm
txt: txt/rw-71.txt
summary:
  Griffith, W.S., 1972, ‘Paulo Freire: Utopian perspectives on literacy education for revolution’, in S.M. Grabowski (ed.), Paulo Freire: A revolutionary dilemma for the adult educator, pp. Article Information Author: Rajendra Chetty1 Affiliation: 1Department of Research, Cape Peninsula University of Technology, South Africa Correspondence to: Rajendra Chetty Email: chettyr@cput.ac.za Postal address: 7 Howard Drive, Pinelands 7405, South Africa Dates: Received: 28 Nov. 2014 Accepted: 04 May 2015 Published: 10 July 2015 How to cite this article: Chetty, R., 2015, ‘Freirean principles and critical literacy to counter retrograde impulses in the Curriculum and Assessment Policy Statement’, Reading & Writing 6(1), Art.


id: rw-48
title: rw-48
extension: .htm
mime: text/html
words: 7281
sentence: 330
flesch: 56
cache: cache/rw-48.htm
txt: txt/rw-48.txt
summary:
  For the PIRLS international benchmarks, only 11% (4.3) of learners were in EFL classes where the class average was at the low international benchmark (400), 13% (5.0) of EFL learners in classes where their mean class performance reached the Intermediate international benchmark (475), and 6% (3.9) in EFL classes at the high international benchmark (550). As attested to by the results of South African learners in the PIRLS 2006 and prePIRLS 2011, a lack of development of comprehension skills places learners at a serious disadvantage in later schooling.


id: rw-327
title: rw-327
extension: .htm
mime: text/html
words: 8451
sentence: 399
flesch: 57
cache: cache/rw-327.htm
txt: txt/rw-327.txt
summary:
  Abstract Background: Rural learners face severe reading challenges that are unique to their environment. Conclusion: Recommendations are made for appropriate interventions that seek to overcome the identified factors that hinder rural learners’ reading performance.


id: rw-33
title: rw-33
extension: .htm
mime: text/html
words: 9933
sentence: 451
flesch: 50
cache: cache/rw-33.htm
txt: txt/rw-33.txt
summary:
  International Reading Association, 2000, ‘Excellent reading teachers: A position statement of the International Reading Association’, Newark, DE. Kleuseus, J.P. & Griffith, P.L., 1996, ‘Interactive storybook reading for at-risk learners’, Reading Teacher 49, 552–560. Bamhare, M., 1999, ‘The children’s reading ten project: A 2BBC “Reading for All” strategy’, in S. Monaka (ed.), Reading For All In Africa, pp. 104–109, International Reading Association, Newark, DE. Bruzo, W. & Flint, E., 2007, ‘Content literacy: Fundamental toolkit elements’, Reading Teacher 61(2), 192–194. http://dx.doi.org/10.1598/RT.61.2.9 Bryne, B., 2007, ‘Theories of learning to read’, in M.J. Snowling & C. Itulme (eds.), The Science of Reading: A Handbook, pp.


id: rw-58
extension: .htm
mime: text/html
words: 7426
sentence: 406
flesch: 56
cache: cache/rw-58.htm
txt: txt/rw-58.txt
summary:
  Although the South African Manifesto on Values, Education and Democracy (South Africa, Department of Education 2001a) aimed to promote social justice, equity and equality, this research project found that rural multigrade learners can receive quality education but that this depends on the teachers. For most rural multigrade teachers and learners, writing is a process and an opportunity to learn to become independent.


id: rw-83
extension: .htm
mime: text/html
words: 6796
sentence: 275
flesch: 51
cache: cache/rw-83.htm
txt: txt/rw-83.txt
summary:
  These occurrence frequency percentages seem to be slightly lower than the highest occurrence frequency percentages of textisms reported in other studies on text message features, such as those studied by Lyddy et al. These occurrence frequency percentages seem to be higher than those reported in other studies on text message features, such as the studies by Lyddy et al.


id: rw-85
title: rw-85
extension: .htm
mime: text/html
words: 6078
sentence: 304
flesch: 50
cache: cache/rw-85.htm
txt: txt/rw-85.txt
summary:
  Although most reading promotion projects in South Africa are focused on children (Chizwina 2011:100), meeting the women in the small isolated settlements exposed their vulnerability and the need for a positive intervention in their lives. The aim was to determine if reading promotion can lead to reader development and if reader development can lead to self-development, as is often claimed in the literature.


id: rw-40
title: rw-40
extension: .htm
mime: text/html
words: 7192
sentence: 353
flesch: 55
cache: cache/rw-40.htm
txt: txt/rw-40.txt
summary:
  Rao’s (2011) work with English FAL students in China reveals how the quality of student writing improves when the lesson is carefully structured so that students have time to think of ideas, brainstorm in pairs and can follow up with a class brainstorm. The complexity of teaching argumentative writing’, Reading & Writing 5(1), Art.


id: rw-372
title: rw-372
extension: .htm
mime: text/html
words: 7314
sentence: 300
flesch: 48
cache: cache/rw-372.htm
txt: txt/rw-372.txt
summary:
  We work with the concept of storytelling across modes, rather than multimodal composition to signal the fluid possibilities of our approach, and to escape the trap of valorising written stories. Working with the same group and same story across different modes illustrated that each mode offered distinct affordances and limitations, and different pathways to construct and tell their story.


id: rw-97
title: rw-97
extension: .htm
mime: text/html
words: 5792
sentence: 237
flesch: 54
cache: cache/rw-97.htm
txt: txt/rw-97.txt
summary:
  In school contexts where learners study English as a home language, McKinney (2007, 2011) and Makoe (2007) have shown how hegemonic assimilationist ideologies filter through classroom discourse to position black learners in ways that reinforce the power of middle-class English speakers and deny black learners an opportunity to occupy positions that relate to their practices as speakers of different varieties of English and other languages. These relations are marked by the complicated and racialised ways in which black learners are positioned and position themselves as speakers of English.


id: rw-89
title: rw-89
extension: .htm
mime: text/html
words: 6300
sentence: 278
flesch: 43
cache: cache/rw-89.htm
txt: txt/rw-89.txt
summary:
  Pappalardo, P., 2010, ‘Teacher behavior and attitude and student writing apprehension’, PhD thesis, School of Graduate Studies and Research, Indiana University of Pennsylvania. The concept of writing apprehension is explored in this article, followed by some study background in terms of the research population, ethical considerations and the instrument, the DM-WAT, used in this study.


id: rw-3
author: Currin, Sally; Pretorius, Elizabeth J.
title: The culture of the sharp pencil: Can a literacy intervention lever school change?
date: 2010-05-22
pages: 24
extension: .pdf
mime: application/pdf
words: 9403
sentence: 461
flesch: 58
cache: cache/rw-3.pdf
txt: txt/rw-3.txt
summary:
  School resources and practices were further documented through photo- graphs which were taken regularly by the project facilitator, through informal 33Sally Currin and Elizabeth J Pretorius discussions held with teachers which were recorded in the facilitator’s #eld notes and through written reports presented by project participants. 35Sally Currin and Elizabeth J Pretorius Resources Changes in school resources can be tracked relatively easily since print resources are observable and quanti#able.


id: rw-87
title: rw-87
extension: .htm
mime: text/html
words: 8517
sentence: 387
flesch: 46
cache: cache/rw-87.htm
txt: txt/rw-87.txt
summary:
  Paxton, M., 2004, ‘Intertextuality in student writing: The intersection of the academic curriculum and student voices in first year economics assignments’, Unpublished doctoral dissertation, University of Cape Town, South Africa. The agents within these structures are the lecturers, the academic support staff (academic literacy lecturers and writing consultants) and the students.


id: rw-90
title: rw-90
extension: .htm
mime: text/html
words: 8079
sentence: 376
flesch: 50
cache: cache/rw-90.htm
txt: txt/rw-90.txt
summary:
  Word recognition is probably also influenced by a reader’s prior knowledge, suppositions activated during reading and construction of meaning of text read so far (Rapp & van den Broek 2005). Word recognition Word recognition might not always coincide exactly with a reader’s shifts of focus from word to word, but the number of fixations on a word and the duration of fixations are used by researchers to reflect the ease of word recognition (Rayner et al. 2007).


id: rw-82
title: rw-82
extension: .htm
mime: text/html
words: 7330
sentence: 284
flesch: 45
cache: cache/rw-82.htm
txt: txt/rw-82.txt
summary:
  The results reflect that the students who completed the intermediary programme did much better than those who did not attend the intermediary programme, as is evident from Figure 6 and Figure 7. FIGURE 6: Placement test results for intermediary programme students. Linda Scott Education, Vaal University of Technology, South Africa Elaine Saaiman Education, Vaal University of Technology, South Africa Citation Scott, L. & Saaiman, E., 2016, ‘Promoting reading skills or wasting time?


id: rw-5
author: Kasule, Daniel; Lunga, Violet B.
title: Attitudes of second language students towards self-editing their own written texts
date: 2010-05-22
pages: 12
extension: .pdf
mime: application/pdf
words: 5205
sentence: 225
flesch: 53
cache: cache/rw-5.pdf
txt: txt/rw-5.txt
summary:
  Self-monitoring in student writing: Developing learner responsibility. While we did not dismiss the potential of self-monitoring for improving stu- dents’ #nal dra$s, we questioned the second language (L2) writer’s ability to act on errors identi#ed via self-editing and thought that research was required, so that we could better understand the extent to which student writers take responsibility for textual accuracy, and are able to do so.


id: rw-6
author: Desmond, Snoeks
title: The Family Literacy Project: Sharing the pleasure of early literacy
date: 2010-05-22
pages: 10
extension: .pdf
mime: application/pdf
words: 3411
sentence: 194
flesch: 66
cache: cache/rw-6.pdf
txt: txt/rw-6.txt
summary:
  e low level of literacy development in young children was one of the ndings of the research into the national Early Childhood Development pilot project that showed that despite three years of support to pre-school teachers the literacy skills of children had not improved. What is evident from the Frow evaluation is that group members “have devel- oped a deep concern for their children and community children to be reading” (Frow, 2006:38).


id: rw-66
title: rw-66
extension: .htm
mime: text/html
words: 7252
sentence: 310
flesch: 48
cache: cache/rw-66.htm
txt: txt/rw-66.txt
summary:
  Two of the important changes that were made to the reading programme were (1) a computer-mediated reading programme (Readers are Leaders) was bought in order to enhance reading speed and comprehension and (2) the selection of relevant academic texts to use during academic reading strategy instruction in the comprehension component was implemented. In order to meet the specific needs of the participants using this specific academic reading programme, two specific recommendations have been made after careful analysis of the data: The incorporation of academic texts into the academic reading programme The integration of academic reading strategies across the curriculum.


id: rw-8
author: Office, Editorial
title: Book Reviews
date: 2010-05-22
pages: 6
extension: .pdf
mime: application/pdf
words: 2489
sentence: 104
flesch: 52
cache: cache/rw-8.pdf
txt: txt/rw-8.txt
summary:
  In Chapter nine, Lesley Farrell focuses on literacy research in work settings and explores links between literacy and the so-called knowledge economy: Global economic activities require that people have a repertoire of literacy practices, she says, which enable them to partake in both the local economy as well as in the global one, because of the networked nature of globalised production. He provides the reader with an historical 88 Reading and writing account of his deepening understanding of the complexities involved in iden- tifying what being literate means, and of the need to eschew crude notions of literacy as simply technical skills, or of literacy practices as only those of the West or of urban societies.


id: rw-73
title: rw-73
extension: .htm
mime: text/html
words: 8109
sentence: 324
flesch: 50
cache: cache/rw-73.htm
txt: txt/rw-73.txt
summary:
  An advantage of such a partnership is that it could promote future agreements between the Department of Basic Education (DBE), Department of Higher education and Training (DHET) and academic institutions around Grade R teacher training nationally. When national Basic Education Minister Angie Motshekga spoke about the importance of the Grade Reception Phase (R) programme for five and six year-old learners, on 09 February 2013, she focused on the teachers delivering the programme: We recognise the challenges of teacher training; working conditions and supply of skilled practitioners … We accept the task of ensuring that Grade R teachers are paid well and know what they are supposed to do.


id: rw-86
extension: .htm
mime: text/html
words: 7514
sentence: 373
flesch: 58
cache: cache/rw-86.htm
txt: txt/rw-86.txt
summary:
  Findings Top ↑ This article considers how the characters in the novel represent a particular kind of gender power. The novel was analysed using the following concepts: ‘affirmation’, ‘gender power’ and ‘constructions of masculinity and femininity’.


id: rw-77
extension: .htm
mime: text/html
words: 9738
sentence: 325
flesch: 39
cache: cache/rw-77.htm
txt: txt/rw-77.txt
summary:
  The primary aim of this study was to establish the nature of the relationship between bilingual receptive vocabulary skills and early literacy skills in Grade 1 learners who grew up speaking Northern Sotho as their home language. The aim of this study was to establish how receptive vocabulary skills relate to the development of early literacy skills in these children, and to determine whether or not vocabulary levels could be used to identify children who are at risk of not acquiring literacy skills in the first grade.


id: rw-84
title: rw-84
extension: .htm
mime: text/html
words: 7689
sentence: 341
flesch: 48
cache: cache/rw-84.htm
txt: txt/rw-84.txt
summary:
  Likewise, Defior, Martos and Cary (2002), comparing Spanish and Portuguese learners, showed that the accuracy in the pseudo-word reading of Spanish and Portuguese learners was relatively similar to the performance of German learners and much better than that reported for English learners in the aforementioned studies. FIGURE 2: School E English pseudo-word reading (n = 22).


id: rw-99
title: rw-99
extension: .htm
mime: text/html
words: 7262
sentence: 236
flesch: 31
cache: cache/rw-99.htm
txt: txt/rw-99.txt
summary:
  The Waldorf curriculum emerges from a deep understanding of child development and seeks to support the particular developmental tasks (physical, emotional and intellectual) children face at any given stage. Van Alphen, P. & Van Alphen, C., 1997, Child development: Based on the insights of Rudolf Steiner and as used in Waldorf/Steiner schools, Zukunftsstiftung Entwicklungshilfe, Bochum, Germany.


id: rw-88
title: rw-88
extension: .htm
mime: text/html
words: 6294
sentence: 272
flesch: 52
cache: cache/rw-88.htm
txt: txt/rw-88.txt
summary:
  Murray, S., 2009, ‘Making sense of the new curriculum: Understanding how the curriculum works and what it means for language teachers’, in A. Ferreira (ed.), Teaching language, pp. This article reports on a study of the teaching and assessment of narrative writing in English as a first additional language (FAL) at a time of curriculum change.


# url

id: rw-167
domain: www.dac.gov.za
url:
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id: rw-238
domain: static1.squarespace.com
url:
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id: rw-241
domain: www.nwu.ac.za
url:
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id: rw-209
domain: www.allangrayorbis.org
url:
  http://www.allangrayorbis.org/entrepreneurship-blog/cultivation/teaching-reading-meaning-funda-wande-project-dr-nic-spaull


id: rw-187
domain: www.nytimes.com
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id: rw-187
domain: mybroadband.co.za
url:
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id: rw-187
domain: researchictafrica.net
url:
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id: rw-119
domain: colfinder.net
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id: rw-190
domain: www.birmingham.ac.uk
url:
  http://www.birmingham.ac.uk/documents/college-artslaw/cels/essays/matefltesldissertations/hatterdiss.pdf


id: rw-190
domain: www.timeshighereducation.com
url:
  https://www.timeshighereducation.com/features/africas-mobile-phone-e-learning-transformation/2007120.article


id: rw-190
domain: www.rdm.co.za
url:
  http://www.rdm.co.za/technology/2015/06/05/please-call-me-saga-reveals-south-africans-special-ingenuity


id: rw-190
domain: www.forbes.com
url:
  http://www.forbes.com/sites/tobyshapshak/2015/09/04/why-whatsapp-is-south-africas-favourite-app/2/#2eb87c986dae


id: rw-190
domain: partners.becta.org.uk
url:
  http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/reports/childrens_use_of_mobile_phone_text_messaging.pdf


id: rw-190
domain: www.weforum.org
url:
  https://www.weforum.org/reports/the-future-of-jobs-and-skills-in-africa-preparing-the-region-for-the-fourth-industrial-revolution


id: rw-117
domain: www.tradingeconomics.com
url:
  http://www.tradingeconomics.com/south-africa/literacy-rate-youth-total-percent-of-people-ages-15-24-wb-data.html


id: rw-205
domain: www.readingrockets.org
url:
  https://www.readingrockets.org/article/9-components-effective-research-supported-reading-instruction


id: rw-146
domain: www.aka.fi
url:
  http://www.aka.fi/globalassets/awanhat/documents/tiedostot/lapset/presentations-of-the-annual-seminar-10-12-may-2011/surveying-children-and-adolescents_de-leeuw.pdf


id: rw-170
domain: www.howtolearn.com
url:
  http://www.howtolearn.com/2013/02/skimmingand-scanning-twoimportant-strategies-for-speeding-up-your-reading


id: rw-172
domain: www.isbe.org.uk
url:
  http://www.isbe.org.uk/content/assets/g._ict__ict_and_e-business_in_the_small_firm_sector-_piers_thompson.pdf


id: rw-225
domain: www.mediaclubsouthafrica.com
url:
  http://www.mediaclubsouthafrica.com/youth-andeducation/43culture/culturenews/3555-south-africa-s-mother-tongue-education-problem#ixzz5vwqd8viy


id: rw-225
domain: www.news.uct.ac.za
url:
  https://www.news.uct.ac.za/article/-2018-05-21-its-time-to-rethink-whats-meant-by-mother-tongue-education


id: rw-225
domain: hsf.org.za
url:
  https://hsf.org.za/publications/focus/focus-56-february-2010-on-learning-and-teaching/mother-tongue-instruction


id: rw-225
domain: hsf.org.za
url:
  https://hsf.org.za/publications/focus/focus-56-february-2010-on-learning-and-teaching/the-language-challenge-in-the-classroom-a-serious-shift-in-thinking-and-action-is-needed


id: rw-225
domain: mg.co.za
url:
  https://mg.co.za/article/2013-10-18-mother-tongue-classrooms-give-a-better-boost-to-english-study-later


id: rw-258
domain: journalism.co.za
url:
  https://journalism.co.za/wp-content/uploads/2019/07/state-of-the-newsroom-report-2018_updated-20190709.pdf


id: rw-191
domain: emergingtechnologies.becta.org.uk
url:
  http://emergingtechnologies.becta.org.uk/uploaddir/downloads/page_documents/research/ht_schools_survey08_analysis.pdf


id: rw-242
domain: seminar.net
url:
  http://seminar.net/index.php/component/content/article/75-current-issue/146-dont-keep-it-to-yourself-digital-storytelling-with-south-african-youth


id: rw-242
domain: static1.squarespace.com
url:
  https://static1.squarespace.com/static/55368c08e4b0d419e1c011f7/t/579134a05016e13dde264720/1469133984611/ethics.pdf


id: rw-254
domain: www.education.gov.za
url:
  http://www.education.gov.za/portals/0/doe%20branches/get/get%20schools/national_reading.pdf?ver=2009-09-09-110716-507


id: rw-27
domain: www.monitor.co.ug
url:
  http://www.monitor.co.ug/news/national/70-school-heads-face-demotion/-/688334/1679286/-/i4t0o5z/-/index.html


id: rw-284
domain: www.districtadministration.com
url:
  https://www.districtadministration.com/sites/districtadministration/files/sites/districtadministration/files/resources/improving_reading_3.pdf


id: rw-188
domain: docplayer.net
url:
  https://docplayer.net/20989579-sampling-what-is-it-quantitative-research-methods-engl-5377-spring-2007.html


id: rw-293
domain: iclba.language.ca
url:
  https://iclba.language.ca/wp-content/uploads/2017/05/4.-developing-receptive-skills-assessment-tasks.pdf


id: rw-293
domain: www.researchgate.net
url:
  https://www.researchgate.net/publication/237448474_the_effects_of_socio-economic_status_on_children’s_language_acquisition_and_use


id: rw-293
domain: johnkennyweb.wordpress.com
url:
  https://johnkennyweb.wordpress.com/2017/09/19/the-importance-of-vocabulary-for-reading-comprehension


id: rw-293
domain: www.petaa.edu.au
url:
  https://www.petaa.edu.au/w/about/petaa_position_papers/w/about/petaa_position_papers.aspx?hkey=20cba852-0cd4-45e0-bae7-ec24e3f87115


id: rw-333
domain: www.performanceexcellencenetwork.org
url:
  https://www.performanceexcellencenetwork.org/pensights/finding-lifes-meaning-quest-discover-ikigai-pen-august-2017/


id: rw-414
domain: research-portal.uws.ac.uk
url:
  https://research-portal.uws.ac.uk/en/publications/the-power-hour-of-writing-an-inclusive-online-community-to-foster


id: rw-365
domain: section27.org.za
url:
  https://section27.org.za/wp-content/uploads/2013/10/spaull-2013-cde-report-south-africas-education-crisis.pdf


id: rw-385
domain: www.google.com
url:
  https://trace.tennessee.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=4588&context=utk_gradthes


id: rw-385
domain: www.unicef.org
url:
  https://www.unicef.org/rosa/media/13816/file/full%20report%20-%20gender%20bias%20&%20inclusion%20in%20advertising%20in%20india%20-%20april%202021


id: rw-385
domain: www.buffalo.edu
url:
  https://www.buffalo.edu/news/news-releases.host.html/content/shared/mgt/news/men-still-more-likely-than-women-perceived-leaders-study-finds.detail.html


id: rw-385
domain: www.researchgate.net
url:
  https://www.researchgate.net/publication/336581827_the_variety_of_visual_meansof_expression_in_the_creative_work_of_students/citation/download


id: rw-385
domain: www.forbes.com
url:
  https://www.forbes.com/sites/londonschoolofeconomics/2019/07/05/why-gender-bias-still-occurs-and-what-we-can-do-about-it/?sh=22c044df5228


id: rw-385
domain: literariness.org
url:
  https://literariness.org/2016/11/02/reception-theory-a-brief-note/#:~:text=conceptualized%20by%20hans%20robert%20jauss,of%20readers%20to%20a%20text


id: rw-385
domain: www.litnet.co.za
url:
  https://www.litnet.co.za/an-agricultural-magazine-as-social-barometer-the-afrikaans-magazine-landbouweekblad-as-an-indicator-of-agricultural-developments-over-one-hundred-years/


id: rw-385
domain: www.unwomen.org
url:
  https://www.unwomen.org/en/digital-library/multimedia/2020/2/infographic-visualizing-the-data-womens-representation


id: rw-314
domain: www.education.gov.za
url:
  https://www.education.gov.za/portals/0/doe%20branches/get/get%20schools/national_reading.pdf?ver=2009-09-09-110716-507


id: rw-314
domain: www.gcis.gov.za
url:
  https://www.gcis.gov.za/sites/default/files/docs/resourcecentre/multimedia/sona%20highlights-final.pdf


id: rw-314
domain: www.ru.ac.za
url:
  https://www.ru.ac.za/german/latestnews/archive/cultivatingareadingcultureiskeytothecountrysfuture.html


id: rw-314
domain: www.sahistory.org.za
url:
  https://www.sahistory.org.za/archive/address-president-republic-south-africa-thabo-mbeki-youth-day-celebrations-absa-stadium


id: rw-314
domain: www.gov.za
url:
  https://www.gov.za/speeches/remarks-minister-basic-education-mrs-angie-motshekga-and-mp-1st-reading-roundtable


id: rw-314
domain: www.education.gov.za
url:
  https://www.education.gov.za/newsroom/speeches/tabid/950/ctl/details/mid/6106/itemid/5518/default.aspx


id: rw-314
domain: www.education.gov.za
url:
  https://www.education.gov.za/newsroom/speeches/tabid/950/ctl/details/mid/8127/itemid/5998/default.aspx


id: rw-314
domain: www.gov.za
url:
  https://www.gov.za/speeches/minister-nathi-mthethwa-arts-and-culture-dept-budget-vote-201819-10-may-2018-0000


id: rw-314
domain: natlib.govt.nz
url:
  https://natlib.govt.nz/schools/reading-engagement/understanding-reading-engagement/a-school-wide-reading-culture


id: rw-314
domain: www.education.gov.za
url:
  https://www.education.gov.za/newsroom/speeches2/speeches2004/tabid/180/ctl/details/mid/580/itemid/2378/default.aspx


id: rw-314
domain: theconversation.com
url:
  http://theconversation.com/south-africas-reading-crisis-focus-on-the-root-cause-not-the-peripherals-96129


id: rw-83
domain: scholar.sun.ac.za
url:
  http://scholar.sun.ac.za/bitstream/handle/10019.1/2052/freudenberg_investigating_2009.pdf?sequence=1


id: rw-316
domain: www.worldbank.org
url:
  https://www.worldbank.org/en/country/southafrica/publication/new-study-finds-immigrants-in-south-africa-generate-jobs-for-locals


id: rw-393
domain: www.westerncape.gov.za
url:
  https://www.westerncape.gov.za/news/2021-systemic-test-results-confirm-devastating-impact-covid-19-education


id: rw-409
domain: ell.stanford.edu
url:
  http://ell.stanford.edu/sites/default/files/pdf/academic-papers/02-jmoschkov-ich%20math%20final_bound%20with%20appendix.pdf


id: rw-290
domain: equaleducation.org.za
url:
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url:
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id: rw-86
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url:
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# ent

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sid: 147
eid: 14
type: NORP
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id: rw-209
sid: 295
eid: 5
type: GPE
entity:
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eid: 7
type: ORG
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sid: 17
eid: 9
type: PERSON
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eid: 5
type: PERSON
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sid: 370
eid: 8
type: GPE
entity:
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id: rw-190
sid: 390
eid: 3
type: PERSON
entity:
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id: rw-194
sid: 12
eid: 5
type: PERSON
entity:
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id: rw-191
sid: 238
eid: 9
type: ORG
entity:
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id: rw-205
sid: 291
eid: 14
type: PERSON
entity:
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id: rw-170
sid: 296
eid: 3
type: PERSON
entity:
  http://www.howtolearn.com/2013/02/skimmingand-scanning-twoimportant-strategies-for-speeding-up-your-reading beckman


id: rw-225
sid: 415
eid: 5
type: ORG
entity:
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id: rw-27
sid: 301
eid: 8
type: PERSON
entity:
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id: rw-188
sid: 274
eid: 2
type: PERSON
entity:
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id: rw-333
sid: 333
eid: 2
type: GPE
entity:
  https://www.performanceexcellencenetwork.org/pensights/finding-lifes-meaning-quest-discover-ikigai-pen-august-2017/.


id: rw-293
sid: 380
eid: 6
type: PERSON
entity:
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id: rw-293
sid: 383
eid: 4
type: PERSON
entity:
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id: rw-385
sid: 351
eid: 8
type: ORG
entity:
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id: rw-281
sid: 317
eid: 6
type: FAC
entity:
  https://nicspaull.com/2017/12/05/the-unfolding-reading-crisis-the-new-pirls-2016-results/ van der berg


id: rw-83
sid: 265
eid: 8
type: PERSON
entity:
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id: rw-90
sid: 334
eid: 1
type: PERSON
entity:
  iminyango yezindlu yayibheke ngasenyakatho ukugwema iziphepho ezazivamise ukuqhamuka ngaseningizimu.


id: rw-90
sid: 355
eid: 2
type: ORG
entity:
  ububanzi baso ngenxa yokucinaniswa yimixhantela yezihlahlana ezazimila ezimpandeni zemithi eyayisephethelweni lalelohlathi


id: rw-86
sid: 350
eid: 4
type: ORG
entity:
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id: rw-82
sid: 268
eid: 9
type: NORP
entity:
  http://wwwl.esp-world.info/articles26/original/difficulties%20in%20learning%20english%20as%20a%20second%20language.pdf


# pos

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lemma:
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id: rw-170
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tid: 20
pos: VERB
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lemma:
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pos: PROPN
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lemma:
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sid: 333
tid: 37
pos: NOUN
token:
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lemma:
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lemma:
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id: rw-52
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pos: NOUN
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lemma:
  http://link.springer.com/search?query=louis+%26+mistele+2011&search-within=journal&facet-publication-title=international+journal+of+science+and+mathematic


