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Reading comprehension in high-poverty schools: how should it be taught and how well does it work
A description and appraisal of a reading comprehension programme that was aimed at Grade 6 learners and teachers and implemented in different ways in two high-poverty primary schools where reading levels were very low. The results of the comprehension programme for the learners' reading abilities in their home language, Northern Sotho, and in English are reported and lessons learned identified.
The End of Illiteracy? The Holy Grail of Clackmannanshire
Essentially a study of the initial stages of the rise of synthetic phonics as the preferred approach to teaching reading in the United Kingdom. It is useful because it gives an account of the Clackmannanshire study of 1992/93 and other studies that provided the crucial empirical evidence that synthetic phonics was far superior to the analytic phonics/whole language approach and, crucially, worked well with both advantaged and disadvantaged children.
What we have learned in the past decade: RTI’s approach to early grade literacy instruction
A paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching, the availability of quality, relevant learner materials, the effective use of instructional time, the use of formative assessment to guide instruction, and provision of instruction in the most effective language. This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom.
What we have learned in the past decade: RTI’s approach to early grade literacy instruction
A paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching, the availability of quality, relevant learner materials, the effective use of instructional time, the use of formative assessment to guide instruction, and provision of instruction in the most effective language. This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom.
A history of disputes about reading instruction
Discusses the disputes internationally and in Australia on how reading is taught and raises the important issue of the lack of impact of research on teaching practice.
Literacy acquisition: Some general findings from recent research
A summary of a key chapter on literacy acquisition from Helena Abadzi’s well known book.
Efficient learning for the poor: new insights into literacy acquisition for children.
Abadzi argues that reading depends on the speed of visual recognition and capacity of short term memory. To understand a sentence, the mind must read it fast enough to capture it within the limits of the short-term memory. This means that children must attain a minimum speed of fairly accurate reading to understand a passage. Learning to read involves “tricking” the brain into perceiving groups of letters as coherent words. This is achieved most efficiently by pairing small units consistently with sounds rather than learning entire words. To link the letters with sounds, explicit and extensive practice is needed; the more complex the spelling of a language, the more practice is necessary. All students should attain reading speeds of 45– 60 words per minute by the end of grade 2 and 120–150 words per minute for grades 6–8.
“Sixty words per minute for all”: Why this goal for the early grades?
Short paper arguing that failure to learn reading is the primary reason for repetition in the early grades. Students cannot learn from books until they can read fluently, and they may even be unable to solve verbal problems written in maths books. Abadzi argues that by by the end of grade 1 students should be able to read very common words, albeit haltingly. By the end of grade 2 at the latest, students should be reading simple texts fluently, at a rate of at least 60 words per minute.
AF_SalzburgGlobal_Statement_586_-_Multilingual_World_Afrikaans.pdf
Reading in English as a First Additional Language. An annotated bibliography 2007-2021
This annotated bibliography was compiled by Claire Biesman-Simons and Kerryn Dixon with Elizabeth Pretorius as part of the Primary Teacher Education Project (PrimTEd). It gives a summary account of South African research that has been done on reading in English as a First Additional Language from 2007 to 2021. It comprises a set of annotated entries, mainly research articles from accredited journals and also lists several other sources closely related to reading in EFAL. Originally compiled in 2018 and 2019 and then revised in 2021, it is designed in such a way that new entries can be added to it as new research emerges.
Illiteracy: The neuropsychology of cognition without reading
This literature review records that learning to read reinforces and modifies certain fundamental abilities, such as verbal and visual memory, phonological awareness, and visuospatial and visuomotor skills and that that literacy and education influence the pathways used by the brain for problem-solving. It includes an interesting finding that learning to read in adulthood is a process supported by different brain structures from the ones used when learning occurs at the usual age in childhood.
Why can’t a teacher be more like a scientist? Science, Pseudoscience and the Art of Teaching
The article provides a useful examination of the distinction between science and pseudoscience, outlines the characteristics of good educational research and exposes that much educational thinking, including much special education, exhibits the core values of pseudoscience. It provides some interesting examples from Australia in the field of reading instruction.
Ending the Reading Wars: Reading acquisition from novice to expert
An exceedingly thorough and comprehensive up to date review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. Phonics is highlighted as central to learning in a writing system such as English but other research is reviewed on what else children need to learn to become expert readers. Consideration is also given to how these findings might be translated into effective classroom practice.
The illiterate brain: Learning to read and write during childhood influences the functional organization of the adult brain
Study showing that literate people have a different functional organization of the human brain and that learning the visual representation of language (and the rules for matching phonemes and graphemes) develops new language processing possibilities.
Foundation and Intermediate Phase B.Ed. programmes at selected South African universities: languages and literacies components
To inform the work of the Primary Teacher Education Project the Literacy Working Group conducted an audit of language and literacy teacher education at ten South African universities in the 2017 to 2018. In addition an analysis was made of the Bachelor of Education modules taught in sixteen universities. The final report was compiled by Professor Yvonne Reed of the University of the Witwatersrand.
Are we country of cognitive genocide?
Full version of an article published in a condensed form by The Conversation on 26 February 2018 as "South Africa’s reading crisis is a cognitive catastrophe".
Consolidating research and comparing practice: What funders need to know for meaningful engagement with literacy in South Africa. Research Brief.
Excellent overview of research and practice in South African literacy education in schools. It also looks at current state and NGO programme and project interventions and makes a number of recommendations for research, development and action.
Initial Teacher Education Research Project
The ITERP project – a collaboration between the Department of Higher Education and Training (DHET), the Department of Basic Education (DBE), the Education Deans' Forum, and JET Education Services – was to gather up-to-date information on the state of initial teacher education (ITE) in South Africa and to examine the extent to which the ITE programmes offered by universities are adequately preparing teachers to teach in South African schools.
My fish died and I flushed him down the toilet”: Children disrupt preservice teachers’ understandings of “appropriate” picture books for young children
A study of the relationship between pre-service teachers’ conceptions of children and of picture books in the context of little material on picture books in curricula for teacher education.
CITE-ITEL
CITE-TEL is a web-based resource, the Critical, Interactive, Transparent & Evolving literature review in Initial Teacher Education in Literacy, hosted by the University of Texas at Austin. It seeks to list the research literature that is focused on initial teacher preparation in literacy and provides a forum for researchers, practitioners, and policy makers to engage with this growing body of research.
Lifewide learning for early reading development
A large scale study of the influence of the home and community literacy environments in Asia and Africa that found that a modest but consistent relationship between students’ home literacy environments and reading scores, and a strong relationship between reading gains and participation in community reading activities.
