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.
Author(s): Pretorius, E. J. and Mokhwesana, M.M.

References

Pretorius, E. J. and Mokhwesana, M.M. 2009. Putting reading in Northern Sotho on track in the early years: Changing resources, expectations and practices in a high poverty schoolSouth African Journal of African Languages, Volume 29, Issue 1, pp. 54- 73


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