Home ▶ Vol 8, No 1 (2017) ▶ Rule

 

1. Exploring translanguaging practices in synchronous and asynchronous online-instructed first-year academic literacy interventions
Simbayi Yafele
Southern African Linguistics and Applied Language Studies  vol: 42  issue: sup1  year: 2024  
doi: 10.2989/16073614.2024.2341713

2. A Parental mHealth Resource Targeting Emergent Literacy: An Experimental Study
Cornelia Scheepers, Renata Eccles, Shabnam Abdoola, Marien Graham, Jeannie van der Linde
Early Childhood Education Journal  vol: 49  issue: 1  first page: 83  year: 2021  
doi: 10.1007/s10643-020-01052-6

3. Countering linguistic imperialism with stories in the languages of Africa: The African Storybook initiative as a model for enabling in and out of school literacies
Yvonne Reed
South African Journal of Childhood Education  vol: 9  issue: 1  year: 2019  
doi: 10.4102/sajce.v9i1.637

4. Using Community of Inquire to explore teachers’ responses to a reading-for-meaning course
Janet L. Condy
Reading & Writing  vol: 14  issue: 1  year: 2023  
doi: 10.4102/rw.v14i1.393

5. Imaginative play and reading development among Grade R learners in KwaZulu-Natal: An ethnographic case study
Mitasha Nehal, Peter N. Rule
South African Journal of Childhood Education  vol: 8  issue: 1  year: 2018  
doi: 10.4102/sajce.v8i1.518

6. Examining the role of contextual factors in dosage calculation
Catherine Sara Harries, Julia Hilary Botha
Educational Studies in Mathematics  vol: 107  issue: 3  first page: 487  year: 2021  
doi: 10.1007/s10649-021-10054-z

7. Factors Influencing Rural Foundation Phase Learners’ Underperformance in Reading and Mathematics in Primary Schools in South Africa: Teacher Perspectives
Julie Shantone Rubbi Nunan
Curriculum and Teaching  vol: 37  issue: 2  first page: 73  year: 2022  
doi: 10.7459/ct/37.2.06

8. Exploring Grade 8 English First Additional Language learners’ reading comprehension challenges
Agnitius Molwantoa, Florence Olifant
Reading & Writing  vol: 16  issue: 1  year: 2025  
doi: 10.4102/rw.v16i1.556

9. New approaches and strategies for teaching African children initial reading
Martha M. Cronje
Literator  vol: 42  issue: 1  year: 2021  
doi: 10.4102/lit.v42i1.1716

10. Factors affecting Grade 6 learners’ reading performance in a rural school in Maluti, South Africa
Madoda Cekiso, Tsielo Rabelemane, Jay Jadezweni, Itani P. Mandende, Marius Dieperink
Reading & Writing  vol: 13  issue: 1  year: 2022  
doi: 10.4102/rw.v13i1.327

11. Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension
Maryna M. De Lange, Christine Winberg, Hanlie Dippenaar
Reading & Writing  vol: 11  issue: 1  year: 2020  
doi: 10.4102/rw.v11i1.260

12. Enhancing visibility of local African languages in South Africa through learning to read
Rosemary Wildsmith-Cromarty, Caroline Dyer, Taadi Modipa
Journal of Multilingual and Multicultural Development  vol: 44  issue: 9  first page: 860  year: 2023  
doi: 10.1080/01434632.2022.2078832

13. Exploring views on praxis possibilities of multilingualism in university literacy pedagogies
Simbayi Yafele
Reading & Writing  vol: 15  issue: 1  year: 2024  
doi: 10.4102/rw.v15i1.451

14. Strategies to support rural-based schools in teaching and learning during COVID-19: The case of the Maune circuit in the Capricorn North district
Masilo Lucas Mangena, Khashane Stephen Malatji
South African Journal of Education  vol: 44  issue: 2  first page: 1  year: 2024  
doi: 10.15700/saje.v44n2a2343

15. Teachers’ voices on the poor reading skills of Setswana-speaking Foundation Phase learners
Joyce Mokobe, Jo Badenhorst, Luzaan Schlebusch
Reading & Writing  vol: 16  issue: 1  year: 2025  
doi: 10.4102/rw.v16i1.520

16. Getting the boys involved: Using an interactive questionnaire to investigate Grade 6 boys’ writing
Nazarana Mather, Peter Rule
Reading & Writing  vol: 8  issue: 1  year: 2017  
doi: 10.4102/rw.v8i1.146

17. Whose reading translates into mastery in English First Additional Language at Intermediate Phase?
Thapelo Mokgadi, Muchativugwa L. Hove
Reading & Writing  vol: 15  issue: 1  year: 2024  
doi: 10.4102/rw.v15i1.449

18. Editorial: Beyond language policy intention to implementation – Evidence of multilingualism in South African primary school classrooms
Surette van Staden
South African Journal of Education  vol: 41  issue: Supplement 1  first page: S1  year: 2021  
doi: 10.15700/saje.v41ns1editorial

19. READING PROFICIENCY DETERIORATION IN ONE RURAL PRIMARY SCHOOL IN O.R. TAMBO COASTAL DISTRICT OF SOUTH AFRICA
Lundi Nomlala, Bulelwa Makena
Education. Innovation. Diversity  vol: 1  issue: 10  first page: 113  year: 2025  
doi: 10.17770/eid2025.1.8383

20. Critical reading perceptions and practices of English First Additional Language learners in Gauteng, Tshwane South district
Tilla Olifant, Madoda Cekiso, Eunice Rautenbach
Reading & Writing  vol: 11  issue: 1  year: 2020  
doi: 10.4102/rw.v11i1.281

21. Critically Apprasing the New York Public Library’s #Instanovels as Technauriture
Simphiwe Mpho Zondani
Revista de Gestão Social e Ambiental  vol: 19  issue: 3  first page: e010896  year: 2025  
doi: 10.24857/rgsa.v19n3-003

22. Profiling reading strategies used by Grade 10 English First Additional Language learners in two selected high schools in KwaZulu-Natal
Thenjiwe Meyiwa
Literator  vol: 45  issue: 1  year: 2024  
doi: 10.4102/lit.v45i1.1951

23. Foundation Phase teachers’ challenges in teaching reading in South Africa
Murunwa Dagada
South African Journal of Education  vol: 42  issue: Supplement 1  first page: 1  year: 2022  
doi: 10.15700/saje.v42ns1a2219

24. Oral language teaching in English as First Additional Language at the Foundation Phase: A case study of changing practice
Faith K. Kimathi, Carol Bertram
Reading & Writing  vol: 11  issue: 1  year: 2020  
doi: 10.4102/rw.v11i1.236

25. Translanguaging for academic reading at a South African university
Simbayi Yafele
Southern African Linguistics and Applied Language Studies  vol: 39  issue: 4  first page: 404  year: 2021  
doi: 10.2989/16073614.2021.1981767

26. Investigating English First Additional Language educators’ reading comprehension practices in selected schools in Gauteng, South Africa
Tilla Olifant, MP Cekiso, Naomi Boakye
South African Journal of Education  vol: 42  issue: 4  first page: 1  year: 2022  
doi: 10.15700/saje.v42n4a2094

27. Exploring open education resources for teaching pre-reading in the intermediate phase
Marina Burger, Duduzile P. Zwane, Debbie A. Sanders, Kim C. Miller-Weber
Reading & Writing  vol: 16  issue: 1  year: 2025  
doi: 10.4102/rw.v16i1.519