Original Research

Reviewing published information on reading in Botswana secondary schools

Lone E. Ketsitlile, Michelle Commeyras
Reading & Writing | Vol 5, No 1 | a35 | DOI: https://doi.org/10.4102/rw.v5i1.35 | © 2014 Lone E. Ketsitlile, Michelle Commeyras | This work is licensed under CC Attribution 4.0
Submitted: 16 May 2013 | Published: 15 December 2014

About the author(s)

Lone E. Ketsitlile, Communication and Study Skills Unit, University of Botswana, Botswana; Communication and Academic Literacy, Botswana International University of Science and Technology, Botswana
Michelle Commeyras, Language and Literacy Education Department, University of Georgia, United States of America


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Abstract

The main purpose of this review on published information on reading in Botswana schools is to seek ways of providing instruction and assessment that result in children becoming proficient readers. Botswana has made impressive progress in literacy growth since independence. However, a lot still needs to be done if literacy is to become all that it needs to be in the lives of the youth. One conclusion from this review is that there is an urgent need in Botswana to teach reading in ways that meet the needs of all students, especially those from Khoesan-speaking backgrounds. There is also a clear mismatch between policy and practice in the teaching of reading and this greatly disadvantages the students. Two important recommendations emanating from this review are, firstly, the teaching of reading should be linked more explicitly to that of writing; secondly, the Ministry of Education and concerned stakeholders need to encourage a marriage of policy and practice in the teaching of reading in Botswana.

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