Putting reading in Northern Sotho on track in the early years: Changing resources, expectations and practices in a high poverty school

Putting reading in Northern Sotho on track in the early years: Changing resources, expectations and practices in a high poverty school

Groundbreaking study of a grade 1 reading intervention in a high poverty school over a four year period that found that improvements in reading in the African languages are dependent on changes in instructional practices in classrooms.

application/pdf sajal_v29_n1_a5.pdf — 3.2 MB