ABOUT THE JOURNAL
Reading & Writing is an inter-disciplinary and inter-professional scholarly journal that explores how literacy is defined, enacted and promoted in a range of institutional, socio-cultural and disciplinary contexts’, particularly within African and other developing countries. View our Editorial Team.

 

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 LATEST ARTICLES

Original Research

 
Finding voice through memoir writing: An exploration of the expression of grief in undergraduate students’ narratives  
Sydney F. Maluleke, Mirriam M.K. Lephalala, Deirdre C. Byrne
16 July 2026

Original Research

 
Parents and caregivers in dyslexia research: A bibliometric review  
Mohd Shahril I.B. Othman, Syar Meeze Mohd Rashid, Wan Muna R. Wan Mohamad
03 July 2026

Original Research

 
Agency and commitment in sustaining a university writing centre: A social realist perspective  
Atrimecia B. Hass, Ilse Fouche, Laura Dison
18 June 2026

Original Research

 
The influence of Sepitori on Grade 6 learners’ Setswana writing in Winterveldt Tshwane: An essay writing analysis  
Benedict S. Mbonani, Yanga L.P. Majola, Tebogo J. Rakgogo
12 June 2026

Original Research

 
Reading comprehension in Sepedi foundation phase by Khelovedu learners  
Tsebo Ramothwala, Phethani P. Mudau, Itani P. Mandende
11 June 2026

Original Research - Special Collection: Advancing Literacy through Teacher Education

 
From compliance to agency: Leveraging mixed reality simulation to bridge the enactment gap in initial teacher education  
Carisma Nel
08 June 2026

Original Research

 
Informed by social justice? Fairness and inclusion in the Primary Teacher Education (PrimTEd) English language test item development  
Thelma K.B Mort, Duduzile P. Zwane, Hayley van der Haar
01 June 2026

Original Research

 
Students’ perspectives on writing an argumentative essay in an academic literacy module  
Sharita Bharuthram
31 May 2026

Original Research

 
Improving early grade reading for multilingual learners in English-medium classrooms: Evidence from the QondaRead programme in under-resourced schools in Makhanda, Eastern Cape  
Kelly A. Long
29 May 2026

Original Research

 
Writing as developmental learning in L2 contexts: An interpretive case study using constructivist and register theory  
Emad A. Alawad, Ahmed M. Al Mata'ni, Arwa A. Alhinai
14 May 2026
More Latest Articles...
FAST FACTS 2018- STATISTICS (UPDATED DAILY)
163 PUBLISHED
CONTENT
965 CROSSREF
CITATIONS
1711441 TOTAL
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 ANNOUNCEMENTS

Notification: New Special Collection Article Published!

  
The first article of our special collection, ‘Advancing Literacy through Teacher Education: Insights from the PrimTEd Language and Literacy Initiative’ guest edited by Dr Mmamoyahabo Constance Makgabo, (0000-0002-7147-302X), Prof. Maureen Robinson (0000-0003-1963-7629), Dr Elsie Carolyn Ann Kok and Dr Moloi Qetelo (0000-0002-0157-508X) is now live! Discover the latest insights on an empirically grounded framework illustrating how integrating MRS with structured learning cycles can facilitate a shift in ITE from standard representation toward the development of diagnostic acuity and instructional agility in PSTs by Carisma Nel in ‘From compliance to agency: Leveraging mixed reality simulation to bridge the enactment gap in initial teacher education.’ Read it now: Vol 17, No 1. Stay tuned for more articles coming soon!  
Posted: 2026-06-26 More...

Website Update: AI in Research: Transparency and Compliance Reminder

  
In 2025, the inclusion of AI policies became compulsory for all SciELO SA journals. Authors using AI-assisted technology must disclose their use in manuscripts to ensure transparency, accuracy, and trust. Guidance is available in the Plagiarism, Fabrication and Artificial Intelligence Policy page and the Submission Guidelines under 'AI-assisted technologies' in the formatting requirements. Not sure if this journal is indexed in SciELO SA? Please check our Indexing Services page.  
Posted: 2025-10-06
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