Challenges of teaching isiZulu reading in the early grades

References

• Ansaloni G, Bonzini P, Pozzi L. 2010. EGRA: A coarse grained reconfigurable architectural template. IEEE Transactions on Very Large Scale Integration (VLSI) Systems 19(6): 1062–1074.
   Web of Science ®Google Scholar
• Ardington C, Wills G, Pretorius E, Mohohlwane N, Menendez A. 2021. Benchmarking oral reading fluency in the early grades in Nguni languages. International Journal of Educational Development 84: 102–133. https://doi.org/10.1016/j.ijedudev.2021.102433
   Web of Science ®Google Scholar
• Baddeley A. 2010. Working memory. Current Biology 20(4): R136–R140. https://doi.org/10.1016/j.cub.2009.12.014
   PubMed Web of Science ®Google Scholar
• Braun V, Clarke V. 2006. Using thematic analysis in psychology. Qualitative research in psychology 3(2): 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Braun V, Clarke V. 2012. Thematic analysis. In: Cooper H, Camic PM, Long DL, Panter AT, Rindskopf D, Sher KJ (eds), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological. American Psychological Association. pp. 57–71. https://doi.org/10.1037/13620-004
   Google Scholar
• Brink S, Motolo N, Henning E. 2021. Teaching reading in Grade 3: The English first additional language classrooms in six Mpumalanga schools. Unpublished research report for the Department of Basic Education. Pretoria: DBE.
   Google Scholar
• Cassim N, Moen M. 2020. Contribution of teaching assistants to quality education in Grade 1 classrooms. South African Journal of Education 40(1): 1–9. https://doi.org/10.15700/saje.v40n1a1719
   Web of Science ®Google Scholar
• Charmaz K. 2006. Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
   Google Scholar
• Closson T. 2023. New York is forcing schools to change how they teach children to read. New York Times 9 May 2023. https://www.nytimes.com/2023/05/09/nyregion/reading-nyc-schools.html
   Google Scholar
• Cofu DP. 2013. An exploration of reading strategies implemented by teachers teaching isiZulu home language in Grade 1. PhD thesis. University of Kwazulu-Natal, Durban, South Africa.
   Google Scholar
• Colenbrander D, Kohnen S, Beyersmann E, Robidoux S, Wegener S, Arrow T, Nation K, Castles A. 2022. Teaching children to read irregular words: A comparison of three instructional methods. Scientific Studies of Reading 26(6): 545–564. https://doi.org/10.1080/10888438.2022.2077653
   Web of Science ®Google Scholar
• Collins K, Onwuegbuzie AJ, Sutton IL. 2006. A model incorporating the rationale and purpose for conducting mixed-methods research in special education and beyond. Learning Disabilities: a contemporary journal 4(1): 67–100.
   Google Scholar
• Davidson M, Hobbs J. 2013. Delivering reading intervention to the poorest children: The case of Liberia and EGRA-Plus, a primary grade reading assessment and intervention. International Journal of Educational Development 33(3): 283–293. https://doi.org/10.1016/j.ijedudev.2012.09.005
   Web of Science ®Google Scholar
• Dehaene S. 2009. Reading in the brain: The science and evolution of a human invention. New York: Viking.
   Google Scholar
• Dehaene S. 2013. Inside the letterbox: how literacy transforms the human brain. Cerebrum: the Dana forum on brain science Dana Foundation. https://www.dana.org/article/inside-the-letterbox-how-literacy-transforms-the-human-brain/
   Google Scholar
• Dehaene S. 2020. How we learn: The new science of education and the brain. London: Penguin.
   Google Scholar
• Dehaene S, Cohen L. 2007. Cultural recycling of cortical maps. Neuron 56(2): 384–398. https://doi.org/10.1016/j.neuron.2007.10.004
   PubMed Web of Science ®Google Scholar
• Dehaene S, Cohen L. 2011. The unique role of the visual word form area in reading. Trends in Cognitive Sciences 15(6): 254–262. https://doi.org/10.1016/j.tics.2011.04.003
   PubMed Web of Science ®Google Scholar
• Department of Basic Education. 2020. National Framework for the Teaching of Reading in African Languages in the Foundation Phase. Pretoria: DBE.
   Google Scholar
• Dixon K. 2012. Strengthening foundation phase teacher education through mentoring. South African Journal of Childhood Education 2(1): 16. https://doi.org/10.4102/sajce.v2i1.20
   Google Scholar
• Dubeck G, Gove A. 2015.The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations. International Journal of Educational Development 40(2): 315–322. https://doi.org/10.1016/j.ijedudev.2014.11.004
   Google Scholar
• Ehri LC. 2014. Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading 18(1): 5–21. https://doi.org/10.1080/10888438.2013.819356
   Web of Science ®Google Scholar
• Ehri LC. 2020. The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly 55: S45–S60. https://doi.org/10.1002/rrq.334
   Web of Science ®Google Scholar
• Ehri LC, Nunes SR, Stahl SA, Willows DM. 2001. Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research 71(3): 393–447. https://doi.org/10.3102/00346543071003393
   Web of Science ®Google Scholar
• Funda Wande. 2023. Funda Wande annual report, 2022. The teaching assistant intervention in Limpopo. https://fundawande.org/img/cms/news/Funda%20Wande%20Annual%20Report%202022_%20digital.pdf
   Google Scholar
• Fleisch B, Dixon K. 2019. Identifying mechanisms of change in the early grade reading study in South Africa. South African Journal of Education 39(3): 189824. https://www.ajol.info/index.php/saje/article/view/189824
   Web of Science ®Google Scholar
• Foorman BR, Lee L, Smith K. 2020. Implementing evidence-based reading practices in K–3 classrooms. Education and Treatment of Children 43(1): 49–55. https://doi.org/10.1007/s43494-020-00005-3
   Web of Science ®Google Scholar
• Frith U. 1986. A developmental framework for developmental dyslexia. Annals of Dyslexia 36(1): 67–81. https://doi.org/10.1007/BF02648022
   PubMedGoogle Scholar
• Gonzalez-Frey SM, Ehri LC. 2021.Connected phonation is more effective than segmented phonation for teaching beginning readers to decode unfamiliar words. Scientific Studies of Reading 25(3): 272–285. https://doi.org/10.1080/10888438.2020.1776290
   Web of Science ®Google Scholar
• Goswami U. 2005. Synthetic phonics and learning to read: A cross-language perspective. Educational Psychology in Practice 21(4): 273–282. https://doi.org/10.1080/02667360500344823
   Google Scholar
• Gough PB, Tunmer WE. 1986. Decoding, reading, and reading disability. Remedial and Special Education 7(1): 6–10. https://doi.org/10.1177/074193258600700104
   Google Scholar
• Henning E. 2023. Curriculum implications from PIRLS. Paper presented at the National Seminar on Reading Literacy Programme. Department of Basic Education. Pretoria. 16 May. https://www.education.gov.za/ArchivedDocuments/ArchivedArticles/Basic-Education-Sector-to-invest-renewedenergy-and-resources-to-promote-reading-for-meaning.aspx
   Google Scholar
• Henning E, Ragpot L. 2015. Pre-school children’s bridge to symbolic knowledge: first literature framework for a learning and cognition lab at a South African university. South African Journal of Psychology 45(1): 71–80. https://doi.org/10.1177/0081246314545199
   Web of Science ®Google Scholar
• Henning E, Van Rensburg W, Smit B. 2004. Finding your way in qualitatitve research. Pretoria: Van Schaik Publishers.
   Google Scholar
• Hoffman JV. 2012. Standpoints: Why EGRA – a clone of DIBELS – will fail to improve literacy in Africa. Research in the Teaching of English 4: 340–357. https://doi.org/10.58680/rte201219761
   Google Scholar
• Hoover WA, Gough PB. 1990. The simple view of reading. Reading and Writing 2(2): 127–160. https://doi.org/10.1007/BF00401799
   Web of Science ®Google Scholar
• Hopman E, Thompson B, Austerweil J, Lupyan G. 2018. Predictors of L2 word learning accuracy: A big data investigation. In: 40th Annual Conference of the Cognitive Science Society. Seattle: Cognitive Science Society. pp. 513–518.
   Google Scholar
• Khosa M. 2022. The link between learner performance in early reading literacy and what is happening in the Grade 1 classroom. South African Journal of Childhood Education 12(1): 1–11. https://doi.org/10.4102/sajce.v12i1.1096
   Web of Science ®Google Scholar
• Kim Y-SG, Snow CE. 2021. The science of reading is incomplete without the science of teaching. The Reading League 2(3): 5–13. https://eric.ed.gov/?id=ED623342
   Google Scholar
• Kotze J, Fleisch B, Taylor S. 2019. Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa. International Journal of Educational Development 66: 203–213. https://doi.org/10.1016/j.ijedudev.2018.09.004
   Web of Science ®Google Scholar
• Land S. 2015. Skilled reading in isiZulu: what can we learn from it? Journal of Education 63: 57–88.
   Google Scholar
• Land S. 2016. Automaticity in reading isiZulu. Reading & Writing 7(1): 1–13.
   Google Scholar
• Maphumulo C. 2010. An exploration of how grade one IsiZulu teachers teach reading. PhD thesis. University of KwaZulu-Natal, Durban, South Africa.
   Google Scholar
• Margetts K, Phatudi NC. 2013. Transition of children from preschool and home contexts to grade 1 in two township primary schools in South Africa. European Early Childhood Education Research Journal 21(1): 39–52. https://doi.org/10.1080/1350293X.2012.760341
   Web of Science ®Google Scholar
• Moats LC. 1999. Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers. https://files.eric.ed.gov/fulltext/ED445323.pdf
   Google Scholar
• Mthembu-Ngema N, Posthumus L. 2020. Decoding in reading: Phonological awareness, the alphabetic principle, phonics and morphology awareness. Unpublished manuscript. Sesotho-IsiZulu Reading Project. University of Johannesburg, South Africa.
   Google Scholar
• Ngema M. 2021. Exploring teachers’ challenges in teaching reading proficiency to IsiZulu foundation phase learners at rural schools in KwaZulu-Natal. Journal for Language Teaching 55(2): 195–217. https://doi.org/10.4314/jlt.v55i2.8
   Google Scholar
• Pallant J. 2007. SPSS survival manual: a step-by-step guide to data analysis using SPSS version 15, 3rd edn. Maidenhead: Open University Press.
   Google Scholar
• Piper B, Korda M. 2011. EGRA Plus: Liberia. Program Evaluation Report. RTI International.
   Google Scholar
• Razali NM, Wah YB. 2011. Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics 2(1): 21–33.
   Google Scholar
• Richardson U, Lyytinen H. 2014. The GraphoGame method: The theoretical and methodological background of the technology-enhanced learning environment for learning to read. Human Technology 10(1): 39–60. https://doi.org/10.17011/ht/urn.201405281859
   Google Scholar
• Sargiani RDA, Ehri LC, Maluf MR. 2022. Teaching beginners to decode consonant–vowel syllables using grapheme–phoneme subunits facilitates reading and spelling as compared with teaching whole-syllable decoding. Reading Research Quarterly 57(2): 629–648. https://doi.org/10.1002/rrq.432
   Web of Science ®Google Scholar
• Shingala MC, Rajyaguru A. 2015. Comparison of post hoc tests for unequal variance. International Journal of New Technologies in Science and Engineering 2(5): 22–33.
   Google Scholar
• Shulman LS. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher 15(2): 4–14. https://doi.org/10.2307/1175860
   Google Scholar
• Siegelman N, Rueckl JG, Steacy LM, Frost SJ, van den Bunt M, Zevin JD, Seidenberg MS, Pugh KR, Compton DL, Morris RD. 2020. Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language 114: 104145. https://doi.org/10.1016/j.jml.2020.104145
   PubMed Web of Science ®Google Scholar
• Simelane WF. 2023. Learning to read in isiZulu. PhD thesis, University of Johannesburg, South Africa.
   Google Scholar
• Snow CE, Griffin PE, Burns M. 2005. Knowledge to support the teaching of reading: Preparing teachers for a changing world. Hoboken: Jossey-Bass.
   Google Scholar
• Snow CE. 2017. Early literacy development and instruction: An overview. In: Kucirkova N, Snow CE, Grøver V, McBride C (eds), The Routledge international handbook of early literacy education. London: Routledge. pp.5–13. https://doi.org/10.4324/9781315766027
   Google Scholar
• Spaull N, Pretorius E. 2019. Still falling at the first hurdle: Examining early grade reading in South Africa. In: Jansen J, Spaul N (eds), South African schooling: The enigma of inequality: A study of the present situation and future possibilities. Cham: Springer. pp. 147–168. https://doi.org/10.1007/978-3-030-18811-5_8
   Google Scholar
• Strauss A, Corbin J. 1998. Basics of qualitative research techniques. London: Sage.
   Google Scholar
• Tunmer WE, Hoover A. 2019. The cognitive foundations of learning to read: A framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties 24(1): 75–93. https://doi.org/10.1080/19404158.2019.1614081
   Web of Science ®Google Scholar
• Van der Berg S. 2015. What the annual national assessments can tell us about learning deficits over the education system and the school career. South African Journal of Childhood Education 5(2): 28–43. https://doi.org/10.4102/sajce.v5i2.381
   Web of Science ®Google Scholar
• VanderWeele TJ, Mathur MB. 2019. Some desirable properties of the Bonferroni correction: Is the Bonferroni correction really so bad? American Journal of Epidemiology 188(3): 617–618. https://doi.org/10.1093/aje/kwy250
   PubMed Web of Science ®Google Scholar
• Van Staden S. 2023. PIRLS 2021 Grade 4 and Grade 6 results. Paper presented at the National Seminar on Reading Literacy. Department of Basic Education. Pretoria. 16 May. https://www.education.gov.za/ArchivedDocuments/ArchivedArticles/Basic-Education-Sector-to-invest-renewedenergy-and-resources-to-promote-reading-for-meaning.aspx
   Google Scholar
• Walker M. 2023. Findings from the systemic evaluation. Paper presented at the National Seminar on Reading Literacy. Department of Basic Education. Pretoria. 16 May. https://www.education.gov.za/ArchivedDocuments/ArchivedArticles/Basic-Education-Sector-to-invest-renewed-energy-andresources-to-promote-reading-for-meaning.asp
   Google Scholar