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| Issue |
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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) |
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) |
Textbook readability and ESL learners |
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Daniel Kasule |
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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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