339
Views
7
CrossRef citations to date
0
Altmetric
Original Articles

The development of phonological awareness literacy measures for isiXhosa

, &

References

  • Adams M. 1990. Beginning to Read: Thinking and Learning about Print. Cambridge: MIT Press.
  • Alcock KJ, Ngorosho D, Deus C, Jukes MCH. 2010. We don't have language at our house: Disentangling the relationship between phonological awareness, schooling and literacy. British Journal of Educational Psychology 80: 55–76.
  • Anthony JL, Francis DJ. 2005. Development of Phonological Awareness. Current Directions in Psychological Science 14: 255–259.
  • Anthony J, Lonigan C, Driscoll K, Phillips BBS. 2003. Phonological Sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly 38: 470–487.
  • Aro M. 2004. Learning to Read: The Effect of Orthography. Jyvaskyla: University of Jyvaskyla.
  • Bennett W. 2013. Understanding imbrication as segmental fusion. English Language and Linguistics Departmental Research Seminar, Rhodes University, South Africa.
  • Caravolas M, Bruck M. 1993. The effect of oral and written language input on children's phonological awareness: a cross-linguistic study. Journal of Experimental Child Psychology 55: 1–30.
  • Chard DJ, Dickson SV. 1999. Phonological Awareness: Instructional and Assessment Guidelines. Intervention in School and Clinic 34: 261–270
  • Cossu G, Shankweiler D, Liberman IY, Tola G. 1988. Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics 9: 1–16.
  • DBE (Department of Basic Education, South Africa). 2013. Report on the Annual National Assessments of 2013: Grades 1 to 6 & 9.
  • DBE (Department of Basic Education, South Africa). 2014. Report on the Annual National Assessments of 2014: Grades 1 to 6 & 9.
  • De Sousa D, Greenop K, Fry J. 2010. The effects of phonological awareness of Zulu-speaking children learning to spell in English: A study of cross-language transfer. British Journal of Educational Psychology 80: 517–533.
  • De Vos M, Van der Merwe K, Van der Mescht C. 2014. A Linguistic Research Programme for Reading in African Languages to underpin CAPS. Journal for Language Teaching 48: 143–177.
  • Diemer M. 2013. Masimamele (let's listen): an exploratory study of phonological awareness in isiXhosa. BA (Hons) thesis, Rhodes University, South Africa.
  • Durgonoglu AY, Öney B. 1999. A cross-linguistic transfer of phonological awareness and word recognition. Reading and Writing 11: 281–299.
  • Gillon G. 2004. Phonological Awareness: from Research to Practice. New York: Guilford Press.
  • Goswami U. 1999. Causal connections in beginning reading: The importance of rhyme. Journal of research in reading 22: 217–240.
  • Goswami U. 2009. The basic processes in reading: insights from neuroscience. In: Olson DR, Torrance N (eds), The Cambridge Handbook of Literacy. Cambridge: Cambridge University Press. pp. 134–151.
  • Greenop K. 2004. The development of literacy skills in Zulu and Northern Sotho speaking children: A cognitive-neuropsychological investigation. PhD thesis, University of the Witwatersrand, South Africa.
  • Howie S, Van Staden S, Tshele M, Dowse C, Zimmerman L. 2012. PIRLS 2011 Summary Report: South African Children's Reading Literacy Achievement. Pretoria: Centre for Evaluation and Assessment.
  • Howie S, Venter E, Van Staden S, Zimmerman L, Long C, Du Toit C. 2008. PIRLS 2006 Summary Report: South African Children's Reading Achievement. South Africa: Centre for Evaluation and Assessment.
  • Liberman IY. 1973. Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society 23: 65–77.
  • Louwrens L, Poulos G. 2006. The status of the word in selected conventional writing systems: the case of disjunctive writing. Southern African Linguistics and Applied Language Studies 24: 389–401.
  • Malda M, Nel C, Van de Vijver F. 2014. The road to reading for South African learners: the role of orthographic depth. Learning and Individual Differences 30: 34–45.
  • Melby-Lervag M, Lyster SAH, Hulme C. 2012. Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin 138: 322–352.
  • Moll K, Ramus F, Bartling J, Bruder J, Kunze S, Neuhoff N, Streiftau S, Lyytinen H, Leppanen PHT, Lohvansuu K, Toth D, Honbolygo F, Csepe V, Bogliotti C, Lannuzzi S, Demonet J, Longeras E, Valdois S, George F, Soares-Boucaud I, Le Heuzey M, Billard C, O'Donovan M, Hill G, Williams, Brandeis D, Maurer U, Schulz E, Van der Mark S, Muller-Myhsok B, Schulte-Korne G, Landerl K. 2014. Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction 29: 65–77.
  • Ortner G. 2013. The Agglutinative Challenge: Exploring morphological awareness in isiXhosa. BA (Hons) thesis, Rhodes University, South Africa.
  • Pretorius EJ, Mokhwesana MM. 2009. Putting reading in Northern Sotho on track in the early years: Changing resources, expectations and practices in a high poverty school. South African Journal of African Languages 1: 54–73.
  • Rees S. (forthcoming). Morphological awareness in readers of isiXhosa. MA thesis, Rhodes University, South Africa. Personal correspondence. 18 February 2015.
  • Schaefer B, Fricke S, Szczerbinski M, Fox-Boyer AV, Stackhouse J, Wells B. 2009. Development of a test battery for assessing phonological awareness in German-speaking children. Clinical Linguistics & Phonetics 23: 404–430.
  • Seymour P, Aro M, Erskine J. 2003. Foundation literacy acquisition in European orthographies. British Journal of Psychology 94: 143–174.
  • Share D. 1995. Phonological recoding and self-teaching: the sine qua non of reading acquisition. Cognition 55: 151–288.
  • Share D. 2008. On the Anglocentricities of Current Reading Research and Practice: The Perils of Overreliance on an ‘Outlier’ Orthography. Psychological Bulletin 134: 584–615.
  • Spaull N. 2013. South Africa's Education Crisis: The quality of education in South Africa 1994–2011. Centre for Development and Enterprise.
  • Stahl S, Murray B. 1994. Defining Phonological Awareness and Its Relationship to Early Reading. Journal of Educational Psychology 86: 221–234.
  • Stanovich KE. 1988. Explaining the differences between the dyslexic and the garden variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities 21: 590–604.
  • Stanovich KE. 2000. Explaining the differences between the dyslexic and the garden variety poor reader: The phonological-core variable-difference model. In: Stanovich KE. Progress in Understanding Reading: Scientific Foundations and New Frontiers. New York: Guilford Press. pp. 94–118.
  • Veii K, Everatt J. 2005. Predictors of reading among Herero-English bilingual Namibian school children. Bilingualism: Language and Cognition 8: 239–254.
  • Wilsenach C. 2013. Phonological Skills as predictor of reading success: an investigation of emergent bilingual Northern Sotho/English learners. Per Linguam 29: 17–32.
  • Wolf M, Bowers PG. 1999. The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology 91: 415–438.
  • Ziegler JC, Bertrand D, Toth D, Csepe V, Reis A, Faisca L, Saine N, Lyytinen H, Vaessen A, Blomert L. 2010. Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science 21: 551–559.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.