Home ▶ Vol 11, No 1 (2020) ▶ Daries

 

1. Mother tongue as a medium of instruction in the foundation phase: A comparison of classroom reality with the South African language-in-education policy
Madoda Cekiso
South African Journal of Childhood Education  vol: 16  issue: 1  year: 2026  
doi: 10.4102/SAJCE.v16i1.1777

2. Expanding the neighbourhood watch: Orthographic neighbours in isiXhosa reading and spelling
Paige S. Cox, Tracy N. Bowles
Reading & Writing  vol: 15  issue: 1  year: 2024  
doi: 10.4102/RW.v15i1.461

3. Reading materials for teaching Intermediate Phase isiZulu inclusive reading comprehension: A qualitative analysis
Chief Ntshangase
Reading & Writing  year: 2025  
doi: 10.4102/rw.v16i1.530

4. The contributions of reading and phonological awareness for spelling in grade three isiXhosa learners
Mikaela A. Daries, Tracy N. Bowles, Maxine N. Schaefer
Reading & Writing  vol: 13  issue: 1  year: 2022  
doi: 10.4102/rw.v13i1.365

5. Longitudinal predictors of single word spelling in Northern Sotho-English bilingual children: a cross-linguistic study
Patricia Makaure, Carien Wilsenach, Maxine Schaefer
Reading and Writing  vol: 38  issue: 8  first page: 2385  year: 2025  
doi: 10.1007/s11145-024-10601-z

6. Lexical and sub-lexical frequencies in isiXhosa-medium children’s stories
Robyn Berghoff
Southern African Linguistics and Applied Language Studies  vol: 42  issue: 3  first page: 315  year: 2024  
doi: 10.2989/16073614.2023.2252010

7. Analysis of orthographic errors in Grade 11 isiXhosa First Language texts
Nonzolo Titi, Monwabisi K Ralarala, Rudolph Botha
South African Journal of African Languages  vol: 44  issue: 2  first page: 141  year: 2024  
doi: 10.1080/02572117.2024.2333157

8. Orthographic knowledge as a predictor of reading and spelling in isiXhosa third graders
Mikaela A. Daries, Tracy N. Bowles
South African Journal of Childhood Education  vol: 14  issue: 1  year: 2024  
doi: 10.4102/SAJCE.v14i1.1471