253 hasil
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Reading & Writing
Scopus
ISSN 2079-8245 · AOSIS · 253 artikel di indeks
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Artikel Jurnal
Perspectives on oral reading fluency, vocabulary and reading comprehension in bilingual learners from Ghana, South Africa and Zimbabwe
Background: While oral reading fluency (ORF) is linked to reading comprehension (RC) in African languages, the role of vocabulary remains underexplored. Objectives: This study investigated the relative contributions of ORF and vocabulary to RC in the first and second languages of three bilingual…
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Source integration practices and pedagogical implications in English academic writing: A case study of Omani undergraduates
Background: College students often struggle with integrating sources because of unclear academic expectations and limited instruction. This study examines these challenges to inform the development of more effective pedagogical support. Objectives: The purpose of this research is to analyse the…
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Artikel Jurnal
Community engagement: Resourced reading clubs in 12 rural primary schools in the Eastern Cape
Background: Low literacy levels in South African rural primary schools continue to be challenging, with many schools not having access to adequate resources. The private higher education institution (HEI) responded to a call for authentic, meaningful engagement to become an implementing partner in…
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Exploring the relationship between syntactic complexity, error types, and pedagogical implications in advanced writing: A quantitative analysis
Background: This study investigates the relationship where common linguistic errors may act as constraints on the attainment of syntactic complexity and explores the resulting pedagogical implications in advanced writing. Objective: The exploration of error patterns has been conducted to analyse…
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Teachers’ perspectives of the reading comprehension challenges and instructional strategies they use for Grade 8 EFAL learners
Background: Reading comprehension instruction remains a cause of concern worldwide. Many studies have been conducted on the issue to provide possible strategies to assist readers with reading comprehension challenges. Objective: The study sought to investigate teachers’ perspectives on learners’…
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Artikel Jurnal
Improving early grade reading for multilingual learners in English-medium classrooms: Evidence from the QondaRead programme in under-resourced schools in Makhanda, Eastern Cape
Background: South Africa’s early grade reading challenges are well documented and deeply systemic. Despite curriculum expectations that learners read with understanding by Grade 3, most, particularly in no-fee schools, fall short of this benchmark. The challenge is particularly acute for…
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Students’ perspectives on writing an argumentative essay in an academic literacy module
Background: Argumentation, which is an important skill required of students in higher education, is often assessed through writing. It is a difficult skill for students to grasp, resulting in many challenges; however, it can be developed through practice and should receive greater attention, as it…
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Writing as developmental learning in L2 contexts: An interpretive case study using constructivist and register theory
Background: Writing development in higher education requires both linguistic control and cognitive engagement. Register theory and constructivist pedagogy provide a framework for evaluating how students use language to persuade, reason, and reflect ethically in academic contexts. Objectives: To…
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Artikel Jurnal
Informed by social justice? Fairness and inclusion in the Primary Teacher Education (PrimTEd) English language test item development
Background: Historically, there has been an unevenness in South African language teaching at schools and in teacher education at universities, exacerbated by a lack of agreed course standards and gaps in what is offered in language courses on teacher education across universities. Objectives: This…
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Free voluntary reading approach for mitigating reading loss in rural English FAL Grade 10 classrooms
Background: Although the coronavirus disease 2019 (COVID-19) pandemic has significantly subsided, its educational repercussions persist, particularly in rural South African contexts. The abrupt transition to remote learning in 2020 disproportionately affected learners, particularly in…
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Artikel Jurnal
Identifying morphological errors in the English of Deaf learners in Lesotho
Background: Morphological awareness (MA) is widely recognised as contributing to successful reading and reading comprehension. Despite this, research examining the nature of morphological errors among second-language (L2) English learners remains limited, particularly among Deaf learners…
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Folklore-based pedagogy for literacy and critical thinking in Sepedi classrooms
Background: South African primary schools continue to face significant literacy challenges, with PIRLS 2016 finding that 78% of Grade 4 learners were unable to read for meaning. In Sepedi-speaking communities, the gap between indigenous oral traditions and formal education deepens these challenges…
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Knowledge and practice standards for pre-service language and literacy teachers: Looking back, looking forward
Background: In 2016, the South African Department of Higher Education and Training initiated a project to develop standards to guide English and Mathematics teacher educators in curriculum design and implementation. Objectives: The investigation aimed to identify key affordances and limitations of…
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Artikel Jurnal
Developing multilingual literacy for Mozambican immigrant learners in Nsanje, Malawi: A braided river in the borderland multilingualism framework
Background: Border districts in southern Malawi experience recurrent cross-border displacement from Mozambique because of floods, cyclones and political instability. In Nsanje district, Mozambican immigrant learners enter schools with multilingual repertoires shaped by Sena and Portuguese, while…
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Parents and caregivers in dyslexia research: A bibliometric review
Background: Parents and caregivers play an important role in supporting children with dyslexia, particularly through home-based reading activities and informal learning support. Although parental involvement is widely acknowledged in dyslexia research, studies that explicitly examine parents’…
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The influence of Sepitori on Grade 6 learners’ Setswana writing in Winterveldt Tshwane: An essay writing analysis
Background: In Winterveldt, a semi-rural community north of Pretoria, many children grow up speaking Sepitori, a non-standard urban variety, while being taught Setswana as their official home language in school. Objectives: This study investigates the influence of Sepitori on the Setswana literacy…
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Artikel Jurnal
Reading comprehension in Sepedi foundation phase by Khelovedu learners
Background: This study was prompted by the 2021 Progress in International Reading Literacy Study (PIRLS) results, which highlighted a serious reading crisis in South Africa, with Sepedi identified as the lowest-performing language in reading comprehension. Reading comprehension is vital because it…
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Artikel Jurnal
Agency and commitment in sustaining a university writing centre: A social realist perspective
Background: Massification of higher education has led to increased student diversity, and the growing realisation that academic discourse is a very specialised practice that students from all language backgrounds groups struggle to master. In addition, this article also examines the implications…
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From compliance to agency: Leveraging mixed reality simulation to bridge the enactment gap in initial teacher education
Background: Although South Africa’s primary teacher education knowledge and practice standards establish clear literacy guidelines, an ‘enactment gap’ remains in initial teacher education (ITE). Components like oral reading fluency assessment and data-based instructional decision-making are often…
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Refining preservice teachers’ vocabulary instruction through coaching and reflection using mixed reality simulations
Background: Effective vocabulary instruction underpins learners’ oral and reading comprehension; however, persistent comprehension difficulties in South African schools linked to limited vocabulary teaching highlight the need to strengthen preservice teachers’ instructional capacity. Objectives…