Challenges of teaching isiZulu reading in the early grades
Bibliographic Data
| ID | 21757143 |
|---|---|
| Authors | Fikile Winnie Simelane (0000-0002-5521-9531, University of Johannesburg), Jaclyn de Klerk (University of Johannesburg), Elizabeth Henning (0000-0002-7754-9451, University of Johannesburg, corresponding author) |
| Year | 2024 |
| Volume | 42 |
| Issue | sup1 |
| Publication date | 2024-12-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Southern African Linguistics and Applied Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1607-3614 • E-ISSN: 1727-9461 |
| Publisher | National Inquiry Services Center (NISC) (PUBLISHER) |
| DOI | 10.2989/16073614.2023.2273268 |
| OpenAlex | W4396930201 |
| Language | EN |
| References cited | 37 |
The present study was conducted at a time when South African educational researchers and practitioners have become increasingly concerned about the state of the reading competence of the country's primary school learners.Another concern that also drove this study was the teaching practices of foundation phase teachers, specifically regarding the current 'science of reading' (SoR).In a cross-sectional study of Grades 1-3 learners and their teachers in a primary school in Soweto, Johannesburg, the aim was to capture not only the reading competence of the learners, but also the teachers' pedagogy and their reflections about their work.To this end, 263 learners were randomly selected from a population of 2 001, along with 24 teachers.Classroom practice was observed and recorded, and interviews with teachers were conducted over a period of six weeks during the third school term in 2019, while the selected learners completed the Early Grade Reading Assessment (EGRA).The outcome of the qualitative data from the classroom observations and the interviews with teachers captured their struggle with instructional methods.The assessment results show young learners' worryingly low scores, leaving teachers with the urgent pedagogical challenge of teaching reading that could lead to learners' improved performance
Linguistics · Mathematics education · Hearing Impairment and Communication · Multilingual Education and Policy · Philosophy · Psychology · Reading and Literacy Development
The simple view of reading
The unique role of the visual word form area in reading
Cultural Recycling of Cortical Maps
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
Systematic Phonics Instruction Helps Students Learn to Read
Working memory
Decoding, Reading, and Reading Disability
Thematic analysis.
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Standpoints Why Egra—a Clone of Dibels—Will Fail to Improve Literacy in Africa
The early grade reading assessment (Egra)
Delivering reading intervention to the poorest children
Benchmarking oral reading fluency in the early grades in Nguni languages
Alternative forms of early grade instructional coaching
Pre-school children’s bridge to symbolic knowledge
The Science of Learning to Read Words
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding
Using thematic analysis in psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |