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Language and Literacy resources repository

Reading in the African languages - an annotated bibliography

This annotated bibliography was compiled as part of the PrimTEd project and comes from the Consolidated Literacy Work Group (CLWG), which focuses on developing new teacher graduates’ ability to teach African languages and English First Additional language, with a special focus on reading. The bibliography comprises annotated entries, and also lists several other sources closely related to reading in the African languages. Although originally completed in mid-2017, it is designed in such a way that new entries can be added to it as new research emerges. The annotated bibliography gives a summary account of research that has been done on reading in African languages (mainly from from 2004 to 2017), more specifically on languages belonging to the family of Southern African Bantu languages. The annotated entries comprise mainly research articles, chapters from books and postgraduate dissertations or theses. Only articles from accredited journals are included in the bibliography. The bibliography is presented in seven parts including a listing of the bibliography items according to the different African language groups in which the research was done; a list of broader literacy issues related to teachers, teacher development and classroom literacy practices in an African context (often serving high poverty communities) and there is a consolidated list of references. Last revised December 2017

Finding the plot in South African reading education

This article argues that we have lost the plot in South African reading education. To find it, we need to move beyond the predominant mode of reading as oral performance, where the emphasis is on accuracy and pronunciation, to reading as comprehension of meaning in text. While reading research in South Africa has been conducted mainly in school contexts, this case study is of a school and Adult Basic Education and Training Centre in a rural KwaZulu-Natal community near Pietermaritzburg. It found that an oratorical approach to reading dominated in both settings. It suggests that developing the way in which teachers understand the teaching of reading and transforming the teaching practices of those who teach as they were taught in the education system of the apartheid era are key to improving the teaching of reading.

Why Jaydon can't read: the triump of ideology over evidence in teaching reading

A lively discussion of the entrenched rate of illiteracy among Australian children which identifies a failure in the institutions teaching reading educators to accept evidence-based science on the effective teaching of reading which has five main components: phonemic awareness, phonics, fluency, vocabulary and comprehension..