A large scale study of the influence of the home and community literacy environments in Asia and Africa that found that a modest but consistent relationship between students’ home literacy environments and reading scores, and a strong relationship between reading gains and participation in community reading activities.
This research study sought to examine the results of three interventions to improve teachers’ instructional practice – one with block training twice a year (which included provision of scripted lesson plans, materials and training), another with the same block training and ongoing support from a reading coach, and a third involving parents. The intervention with reading coaches was found to be a critical component in the persistence of gains.
Proceedings on this first national conference on family literacy in South Africa has some excellent papers that look into the near invisible world of family literacy practices and explore the developing communities of practice of educators engaged in family literacy projects.
The study looks at teacher instructional practice, learner performance outcomes, and intervention process design. It was designed to help develop an instructional toolkit for Grades R to 3 in the Eastern Cape context. The report concludes with an identification and of the binding constraints in the system and presents proposals for key interventions that could contribute to the transformation of foundation phase instructional practice on a wider system scale.
Popular article from the United States of America that argues that, thought scientific research has shown how children learn to read and how they should be taught, many educators and teacher educators do not known the science and, in some cases, actively resist it. As as a result, millions of children are set up to fail.
Article noting the contradiction between empirical research evidence backed up by the constitutional support for mother-tongue instruction with the current education system’s failure to teach students to read and write and its prioritization of English.
A brief survey of North American teaching of reading research.
Presentation made to a PrimTEd seminar in February 2020 illustrating some of the differences and similarities in the orthography, phonics and syntax between the Nguni, Sotho and English languages that are important for teachers to have knowledge of when they are teaching languages.
Lifewide learning for early reading development
