Original Research |
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| · Pitfalls and possibilities in literacy research: A review of South African literacy studies, 2004-2018 Biesman-Simons, Claire; Dixon, Kerryn; Pretorius, Elizabeth; Reed, Yvonne
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| · The cause-effect relation of latent variables in scientific multi-text reading comprehension: Testing the sequential mediation model Lin, Hsiao-Hui; Tzeng, Yuh-Tsuen; Chen, Hsueh-Chih; Huang, Yao-Hsuan
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| · The elephant in the room: Tensions between normative research and an ethics of care for digital storytelling in higher education Gachago, Daniela; Livingston, Candice
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| · Phonological awareness and speech perception: Skills of Grade 1 English second language learners Eslick, Casey J.; le Roux, Mia; Geertsema, Salome; Pottas, Lidia
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| · Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners' reading comprehension de Lange, Maryna M.; Winberg, Christine; Dippenaar, Hanlie
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| · Student perceptions of multilingualism and the culture of communication in journalism studies in higher education Nkoala, Sisanda B.
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| · Writing approaches and strategies used by teachers in selected South African English First Additional Language classrooms Ngubane, Nomalungelo I.; Ntombela, Berrington; Govender, Samantha
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| · Oral language teaching in English as First Additional Language at the Foundation Phase: A case study of changing practice Kimathi, Faith K.; Bertram, Carol
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| · Critical reading perceptions and practices of English First Additional Language learners in Gauteng, Tshwane South district Olifant, Tilla; Cekiso, Madoda; Rautenbach, Eunice
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| · A linguistic analysis of spelling errors in Grade 3 isiXhosa home-language learners Daries, Mikaela A.; Probert, Tracy N.
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| · Experiences in a tutoring programme for BEd Foundation Phase isiXhosa first-language students Carnow, Anneline J.; Steenkamp, Andries; Ekron, Christélle
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| · Investigating the interpretation and implementation of policies that guide the teaching of reading in the Foundation Phase Marais, Ann-May; Wessels, Elsabé
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