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| Vol 9, No 1 (2018) |
Extended strategy-use instruction to improve students’ reading proficiency in a content subject |
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Naomi A.Y. Boakye, Michal-Mare Linden |
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| Vol 9, No 1 (2018) |
Voice matters: Students’ struggle to find voice |
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Toni Gennrich, Laura Dison |
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| Vol 9, No 1 (2018) |
A reading project to improve literacy in the foundation phase: A case study in the Eastern Cape |
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Liezel Cilliers, Carole Bloch |
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| Vol 9, No 1 (2018) |
Enhancing learners’ reading habits through reading bags at secondary schools |
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Tsebe Wilfred Molotja, Mahlapahlapana Themane |
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| Vol 9, No 1 (2018) |
Analysing English First Additional Language teachers’ understanding and implementation of reading strategies |
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Nophawu Madikiza, Madoda P. Cekiso, Baba P. Tshotsho, Nhlanhla Landa |
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| Vol 9, No 1 (2018) |
The relationship between lecturers’ beliefs and their actual methods of reading instruction: An Ethiopian case study |
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Tesfaye A. Gidalew, Geesje van den Berg |
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| Vol 9, No 1 (2018) |
Grade 3 learners’ imagined identities as readers revealed through their drawings |
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Sibhekinkosi Anna Nkomo |
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| Vol 9, No 1 (2018) |
Genre analysis of essays in the Social Sciences: The case of Botswana students |
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Joel M. Magogwe, Unity M. Nkateng |
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| Vol 8, No 1 (2017) |
Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape province, South Africa |
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Sister L. Songxaba, Adriaan Coetzer, Jacob M. M. Molepo |
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| Vol 8, No 1 (2017) |
Getting the boys involved: Using an interactive questionnaire to investigate Grade 6 boys’ writing |
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Nazarana Mather, Peter Rule |
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| Vol 8, No 1 (2017) |
Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits |
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Naomi A. Boakye |
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| Vol 8, No 1 (2017) |
Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape |
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Madoda Cekiso |
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| Vol 8, No 1 (2017) |
Finding the plot in South African reading education |
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Peter Rule, Sandra Land |
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| Vol 8, No 1 (2017) |
Instructional principles used to teach critical comprehension skills to a Grade 4 learner |
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Suzanne Beck, Janet L. Condy |
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| Vol 8, No 1 (2017) |
The use of interactional metadiscourse features to present a textual voice: A case study of undergraduate writing in two departments at the University of Botswana |
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Boitumelo T. Ramoroka |
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| Vol 8, No 1 (2017) |
Traversing the spaces of higher education through writing |
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Laura M. Drennan |
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| Vol 8, No 1 (2017) |
Reading competency of first-year undergraduate students at University of Botswana: A case study |
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Beauty B. Ntereke, Boitumelo T. Ramoroka |
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| Vol 7, No 1 (2016) |
Promoting literacy through reading programmes for first-year university students |
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Dianne Shober |
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| Vol 7, No 1 (2016) |
Cultural and social uses of orality and functional literacy: A narrative approach |
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Lineo R. Johnson |
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| Vol 7, No 1 (2016) |
Exploring writing apprehension amongst Afrikaans-speaking first-year students |
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Louise Olivier, Jako Olivier |
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| Vol 7, No 1 (2016) |
Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms |
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Trevor Moodley, Shelley Aronstam |
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| Vol 7, No 1 (2016) |
Are we teaching critical literacy? Reading practices in a township classroom |
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Glynis Lloyd |
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| Vol 7, No 2 (2016) |
Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom |
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Karin S. Murris, Robyn Thompson |
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| Vol 7, No 2 (2016) |
'You're in FunDzaland': Pre-service teachers (re)imagine audience on a creative writing course |
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Belinda Mendelowitz |
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| Vol 7, No 2 (2016) |
Languaging in and about Lunyole: African Storybook materials as a catalyst for re-imagining literacy teaching and learning in two Ugandan primary schools |
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Juliet Tembe, Yvonne Reed |
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| Vol 7, No 2 (2016) |
‘I got content with who I was’: Rural teachers’ encounters with new ways of practising literacy |
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Toni Gennrich |
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| Vol 7, No 2 (2016) |
Imagination, Waldorf, and critical literacies: Possibilities for transformative education in mainstream schools |
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Monica Shank |
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| Vol 7, No 1 (2016) |
Automaticity in reading isiZulu |
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Sandra Land |
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| Vol 7, No 1 (2016) |
A longitudinal study of a reading project in the Northern Cape, South Africa |
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Maritha E. Snyman |
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| Vol 7, No 1 (2016) |
Word recognition strategies amongst isiXhosa/English bilingual learners: The interaction of orthography and language of learning and teaching |
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Tracy Probert, Mark de Vos |
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| Vol 7, No 1 (2016) |
Promoting reading skills or wasting time? Students’ perceived benefits of reading in an intermediary programme at the Vaal University of Technology |
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Linda Scott, Elaine Saaiman |
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| Vol 7, No 1 (2016) |
The story of a narrative: Teaching and assessing English writing in a township school |
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Caroline Akinyeye, Peter Plüddemann |
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| Vol 7, No 1 (2016) |
First-year students’ essay writing practices: Formative feedback and interim literacies |
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Emmanuel Esambe, Cina Mosito, Subethra Pather |
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| Vol 6, No 1 (2015) |
Nigerian Creole as language of instruction: Will Nigerian lecturers use Nigerian Creole? |
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Uju C. Ukwuoma |
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| Vol 6, No 1 (2015) |
Broken promises – A novel’s impact on shaping youth identity |
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Berit Lundgren, Mathabo Khau |
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| Vol 6, No 1 (2015) |
The structure and features of the SMS language used in the written work of Communication English I students at a university in South Africa |
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Chaka Chaka, Mampa L. Mphahlele, Charles C. Mann |
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| Vol 6, No 1 (2015) |
Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children |
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Carien Wilsenach |
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| Vol 6, No 1 (2015) |
Teaching of writing in two rural multigrade classes in the Western Cape |
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Bernita Blease, Janet Condy |
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| Vol 6, No 1 (2015) |
Training Grade R teachers to impart visual perceptual skills for early reading |
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Christelle Andrich, Anne Hill, Andre Steenkamp |
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| Vol 6, No 1 (2015) |
‘One day I will pick up a snake, wanting to read it’: Becoming a successful reader in a rural environment |
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Caroline van der Mescht |
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| Vol 6, No 1 (2015) |
Opening up a philosophical space in early literacy with Little Beauty by Anthony Browne and the movie King Kong |
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Karin Murris, Vursha Ranchod |
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| Vol 6, No 1 (2015) |
Freirean principles and critical literacy to counter retrograde impulses in the Curriculum and Assessment Policy Statement |
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Rajendra Chetty |
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| Vol 6, No 1 (2015) |
Agency and intermediate phase writing in a farm school |
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Margaret A. Hill |
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| Vol 6, No 1 (2015) |
The impact of an academic reading programme in the Bachelor of Education (intermediate and senior phase) degree |
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Candice Livingston, Betsie Klopper, Sanet Cox, Corrie Uys |
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| Vol 6, No 1 (2015) |
An investigation into the English reading comprehension of Grade 10 English first additional language learners at a senior secondary school |
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Chaka Chaka, Nada N. Booi-Ncetani |
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| Vol 6, No 1 (2015) |
The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study |
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Naomi A.N.Y. Boakye |
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| Vol 5, No 1 (2014) |
Influence of Pre-question and genre-based instructional strategies on reading |
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Titi J. Fola-Adebayo |
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| Vol 5, No 1 (2014) |
Reviewing published information on reading in Botswana secondary schools |
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Lone E. Ketsitlile, Michelle Commeyras |
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| Vol 5, No 1 (2014) |
Reading is very important, but...: Taking stock of South African student teachers’ reading habits |
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Nicole Rimensberger |
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| Vol 5, No 1 (2014) |
Lessons learnt: Observation of Grade 4 reading comprehension teaching in South African schools across the Progress in International Reading Literacy Study (PIRLS) 2006 achievement spectrum |
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Lisa Zimmerman |
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| Vol 5, No 1 (2014) |
Developing early readers: Patterns in introducing critical reading skills and strategies to South African children |
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Celeste Combrinck, Surette van staden, Karen Roux |
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| Vol 5, No 1 (2014) |
Reading strategies used by Grade 9 English Second Language learners in a selected school |
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Madoda Cekiso, Nophawu Madikiza |
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| Vol 5, No 1 (2014) |
The impact of poor working memory skills on a Grade 2 learner’s written and oral literacy performance |
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Kate Linnegar, Janet Condy, Emma McKinney |
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| Vol 5, No 1 (2014) |
Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing |
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Jacqui Dornbrack, Kerryn Dixon |
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| Vol 5, No 1 (2014) |
Integration of sources in academic writing: A corpus-based study of citation practices in essay writing in two departments at the University of Botswana |
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Boitumelo T. Ramoroka |
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| Vol 4, No 1 (2013) |
An assessment of the reading motivation skills of Nigerian primary school teachers: Implications for language and science education |
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Foluso Okebukola, Tunde Owolabi, Beatrice O.A. Onafowokan |
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| Vol 4, No 1 (2013) |
Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language |
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Eleni Griva, Dora Chostelidou |
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| Vol 4, No 1 (2013) |
Digital literacy in Ugandan teacher education: Insights from a case study |
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Samuel Andema, Maureen Kendrick, Bonny Norton |
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| Vol 4, No 1 (2013) |
‘Not waiting for the initiative to arrive’: Teachers promoting and sustaining reading |
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Monica Hendricks |
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| Vol 4, No 1 (2013) |
Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies |
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Joel M. Magogwe |
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| Vol 4, No 1 (2013) |
Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland |
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Beatrice B.S. Lukhele |
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| Vol 3, No 1 (2012) |
The discipline and craft of academic writing: Building writing capacity in Institutions of Higher Education |
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Hilary Janks |
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| Vol 3, No 1 (2012) |
Reading comprehension and strategy awareness of Grade 11 English second language learners |
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Madoda Cekiso |
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| Vol 3, No 1 (2012) |
Libraries and information provision for African relief |
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Elsemieke Wishart |
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| Vol 3, No 1 (2012) |
Reading for empowerment: Intertextuality offers creative possibilities for enlightened citizenry |
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Fetson Kalua |
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| Vol 2, No 1 (2011) |
An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa |
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Shelley O'Carroll |
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| Vol 2, No 1 (2011) |
Textbook readability and ESL learners |
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Daniel Kasule |
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| Vol 2, No 1 (2011) |
Making sense of the PIRLS 2006 results for South Africa |
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Hilary Janks |
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| Vol 2, No 1 (2011) |
A Circle of Learning: The impact of a narrative multilingualism approach on in-service teachers’ literacy pedagogies |
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Belinda Mendelowitz, Harriet Davis |
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| Vol 1, No 1 (2010) |
African literacies: Which of them matter, and why? |
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Kate Parry |
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| Vol 1, No 1 (2010) |
The culture of the sharp pencil: Can a literacy intervention lever school change? |
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Sally Currin, Elizabeth J. Pretorius |
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| Vol 1, No 1 (2010) |
South African teacher proles and emerging teacher factors: The picture painted by PIRLS 2006 |
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Surette Van Staden, Sarah Howie |
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| Vol 1, No 1 (2010) |
Attitudes of second language students towards self-editing their own written texts |
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Daniel Kasule, Violet B. Lunga |
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