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| Issue |
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| Vol 15, No 1 (2024) |
Whose reading translates into mastery in English First Additional Language at Intermediate Phase? |
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Thapelo Mokgadi, Muchativugwa L. Hove |
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| Vol 15, No 1 (2024) |
Teachers as change agents: Teaching English First Additional Language in schools in Gauteng |
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Roy Venketsamy, Zjing Hu |
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| Vol 15, No 1 (2024) |
Reading cultures – Towards a clearer, more inclusive description |
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Katherine Morse, Tara Polzer Ngwato, Katie Huston |
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| Vol 15, No 1 (2024) |
Playwriting as an emergent pedagogical tool for primary school student teachers |
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Mosa N. Khasu, Elizabeth Henning |
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| Vol 15, No 1 (2024) |
Using mobile reading devices to encourage positive leisure reading practices amongst adolescents – a case study from Zimbabwe |
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Anna J. Hugo, Ivan Bachisi |
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| Vol 14, No 1 (2023) |
Effectiveness of music education in developing and fostering reading and writing for learners |
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Sakhiseni J. Yende |
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| Vol 14, No 1 (2023) |
What are we really teaching? The implications of including phonics instruction in Group Guided Reading |
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Caroline R. van der Mescht |
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| Vol 14, No 1 (2023) |
Cultural taboos in mediating science in a Namibian bilingual primary school |
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Joanne Hardman, Beata Set |
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| Vol 14, No 1 (2023) |
Improving the reading proficiency of mature students through a task-based language teaching approach |
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Susana Adjei-Mensah, Naomi Y. Boakye, Andries Masenge |
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| Vol 14, No 1 (2023) |
Eleven Grade 1 teachers’ understandings of mathematical language in a South African context |
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Tanja Coetzer, Candice Livingston, Elna Barnard |
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| Vol 14, No 1 (2023) |
Writing together alone: Digitally connected ‘snack writing’ for progressing academic writing |
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Christine Winberg, Hanlie Dippenaar, Penelope Engel-Hills, Heather Phillips |
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| Vol 14, No 1 (2023) |
Motivation to explicitly teach reading comprehension strategies after a workshop |
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Chantyclaire Tiba |
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| Vol 14, No 1 (2023) |
Using Community of Inquire to explore teachers’ responses to a reading-for-meaning course |
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Janet L. Condy |
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| Vol 14, No 1 (2023) |
Developing critical thinking in classrooms: Teacher responses to a Reading-for-Meaning workshop |
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Heather N. Phillips |
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| Vol 13, No 1 (2022) |
The contributions of reading and phonological awareness for spelling in grade three isiXhosa learners |
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Mikaela A. Daries, Tracy N. Bowles, Maxine N. Schaefer |
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| Vol 13, No 1 (2022) |
Female gender representation in selected South African magazines |
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Nonkululeko N. Shabangu, Sandra Rossouw, Cornelia G. Smith |
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| Vol 13, No 1 (2022) |
Remixing storytelling across modes |
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Fatima Vally Essa, Belinda Mendelowitz |
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| Vol 13, No 1 (2022) |
Semantic waves and their affordances for teaching scaffolding to pre-service teachers |
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Zaheera Jina Asvat |
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| Vol 13, No 1 (2022) |
Factors affecting Grade 6 learners’ reading performance in a rural school in Maluti, South Africa |
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Madoda Cekiso, Tsielo Rabelemane, Jay Jadezweni, Itani P. Mandende, Marius Dieperink |
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| Vol 13, No 1 (2022) |
Literacy matters in sustainable livelihood development among refugee adults in South Africa |
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Kofi P. Quan-Baffour, Lineo Rose Johnson |
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| Vol 13, No 1 (2022) |
Pedagogical choices to integrate theory and practice: Conceptualisation and insights for literacy teacher education |
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Zelda Barends |
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| Vol 13, No 1 (2022) |
Five Grade 7 learners’ understanding of comprehension skills at a quintile 5 school in South Africa |
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Nomonde Ntshikila, Janet L. Condy, Lawrence Meda, Heather N. Phillips |
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| Vol 13, No 1 (2022) |
Learners’ reading between the signs in the English second language classroom |
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Rockie Sibanda |
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| Vol 12, No 1 (2021) |
Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency |
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Naomi A.Y. Boakye |
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| Vol 12, No 1 (2021) |
Tracing the usage of the term ‘culture of reading’ in South Africa: A review of national government discourse (2000–2019) |
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Claire Biesman-Simons |
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| Vol 12, No 1 (2021) |
Improving higher-order comprehension skills of Grade 3 learners in a second language at a quintile 2 school, in Cape Town, South Africa |
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Vuyokazi Fatyela, Janet Condy, Lawrence Meda, Heather Phillips |
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| Vol 12, No 1 (2021) |
Using flashcards for English second language creative writing in Grade 1 |
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Shivona Mathura, Free-Queen B. Zulu |
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| Vol 12, No 1 (2021) |
Multiple voices: Learners reflect on literature |
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Jessamy Kromhout, Eileen Scheckle |
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| Vol 12, No 1 (2021) |
Content analysis of levels and aspects of comprehension in West African senior secondary school examination |
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Funmilayo M. Oguntade |
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| Vol 12, No 1 (2021) |
Advancing text prediction skills through translanguaging |
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Vukile D. Mgijima |
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| Vol 12, No 1 (2021) |
The benefits of an extensive reading programme implemented in two Foundation Phase classrooms in the Eastern Cape, South Africa |
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Sibhekinkosi A. Nkomo |
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| Vol 12, No 1 (2021) |
Information and communication technology reading interventions: A scoping review |
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Jessica Dean, Michelle Pascoe, Jane le Roux |
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| Vol 11, No 1 (2020) |
Investigating the interpretation and implementation of policies that guide the teaching of reading in the Foundation Phase |
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Ann-May Marais, Elsabé Wessels |
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| Vol 11, No 1 (2020) |
Experiences in a tutoring programme for BEd Foundation Phase isiXhosa first-language students |
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Anneline J. Carnow, Andries Steenkamp, Christélle Ekron |
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| Vol 11, No 1 (2020) |
A linguistic analysis of spelling errors in Grade 3 isiXhosa home-language learners |
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Mikaela A. Daries, Tracy N. Probert |
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| Vol 11, No 1 (2020) |
Critical reading perceptions and practices of English First Additional Language learners in Gauteng, Tshwane South district |
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Tilla Olifant, Madoda Cekiso, Eunice Rautenbach |
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| Vol 11, No 1 (2020) |
Oral language teaching in English as First Additional Language at the Foundation Phase: A case study of changing practice |
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Faith K. Kimathi, Carol Bertram |
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| Vol 11, No 1 (2020) |
Writing approaches and strategies used by teachers in selected South African English First Additional Language classrooms |
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Nomalungelo I. Ngubane, Berrington Ntombela, Samantha Govender |
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| Vol 11, No 1 (2020) |
Student perceptions of multilingualism and the culture of communication in journalism studies in higher education |
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Sisanda B. Nkoala |
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| Vol 11, No 1 (2020) |
Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension |
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Maryna M. de Lange, Christine Winberg, Hanlie Dippenaar |
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| Vol 11, No 1 (2020) |
Phonological awareness and speech perception: Skills of Grade 1 English second language learners |
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Casey J. Eslick, Mia le Roux, Salome Geertsema, Lidia Pottas |
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| Vol 11, No 1 (2020) |
The elephant in the room: Tensions between normative research and an ethics of care for digital storytelling in higher education |
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Daniela Gachago, Candice Livingston |
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| Vol 11, No 1 (2020) |
The cause-effect relation of latent variables in scientific multi-text reading comprehension: Testing the sequential mediation model |
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Hsiao-Hui Lin, Yuh-Tsuen Tzeng, Hsueh-Chih Chen, Yao-Hsuan Huang |
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| Vol 11, No 1 (2020) |
Pitfalls and possibilities in literacy research: A review of South African literacy studies, 2004–2018 |
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Claire Biesman-Simons, Kerryn Dixon, Elizabeth Pretorius, Yvonne Reed |
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| Vol 10, No 1 (2019) |
Balanced reading instruction for improving teachers’ instruction of reading comprehension to Runyankole-English bilingual children |
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Deborah K. Namugenyi |
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| Vol 10, No 1 (2019) |
Adapting a screening tool for dyslexia in isiXhosa |
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Annelize Clark, Kalavani Naidoo, Adaiah Lilenstein |
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| Vol 10, No 1 (2019) |
Teachers’ perceptions of Grades 8–10 English First Additional Language learners’ reading habits, attitudes and motivation |
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Tilla Olifant, Madoda Cekiso, Eunice Rautenbach |
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| Vol 10, No 1 (2019) |
Perceptions of undergraduates on the relationship between exposure to blended learning and online critical literacy skills |
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Titi J. Fola-Adebayo |
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| Vol 10, No 1 (2019) |
Exploring teachers’ instructional practices for literacy in English in Grade 1: A case study of two urban primary schools in the Shiselweni region of Eswatini (Swaziland) |
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Patience Dlamini, Ayub Sheik |
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| Vol 10, No 1 (2019) |
Barriers to reading in higher education: Rethinking reading support |
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Kristien Andrianatos |
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| Vol 10, No 1 (2019) |
Bachelor of Laws (LLB) students’ views of their literacy practices: Implications for support in a time of change |
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Bongi Bangeni, Lesley Greenbaum |
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| Vol 10, No 1 (2019) |
Mother-tongue education in a multilingual township: Possibilities for recognising lok’shin lingua in South Africa |
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Rockie Sibanda |
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| Vol 10, No 1 (2019) |
The effect of social media on English second language essay writing with special reference to WhatsApp |
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Sister L. Songxaba, Limkani Sincuba |
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| Vol 10, No 1 (2019) |
Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students |
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Vimbai Hungwe |
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| Vol 10, No 1 (2019) |
Learning to teach writing through a distance education programme: Experiences of Rwandan secondary school English teachers |
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Epimaque Niyibizi, Emmanuel Sibomana, Juliet Perumal |
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| Vol 10, No 1 (2019) |
English vocabulary exposure in South African township schools: Pitfalls and opportunities |
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Lieke Stoffelsma |
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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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