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Much research exists about South African learners’ low literacy and numeracy levels and about poorly performing schools. In contrast, there are far fewer detailed descriptions of instructional practices and what teachers are actually doing in their classrooms, and far less evidence exists of in-depth research attempts to understand in what way and why teachers may experience problems with the teaching of reading literacy, particularly reading comprehension. This article aims to contribute to narrowing that gap by reviewing recent South African research on classroom comprehension instruction and obtaining information from teachers about how they perceive themselves as readers, what their teaching context is, what they claim to be doing about reading in their classrooms, and to match these responses with ANA results at their schools. Data were obtained through a quantitative questionnaire from 159 teachers at 30 schools across three provinces. The results show that many teachers are not themselves immersed in rich reading practices, many teachers claim to be doing more than is reflected in their schools’ literacy results, and in general teachers don’t seem to have a clear understanding of reading concepts, reading development and reading methodology.

This article describes and appraises a reading comprehension programme that was aimed at Grade 6 learners and teachers and implemented in different ways in two high poverty primary schools where reading levels were very low. The programme was implemented during formal school hours at the one school, while it was offered after school as a voluntary afternoon activity at the other school. Because attendance of the voluntary programme was generally poor, the latter school served as a control site. The results of the comprehension programme for the learners’ reading abilities in their home language, Northern Sotho, and in English are reported. On the basis of these findings, we evaluate the programme and identify ‘lessons learned’ from its implementation that may have relevance for future reading comprehension interventions.

In this paper we present findings from a pilot study that examined the reading abilities in Setswana and English of Grade 8 learners, and their literacy practices and attitudes. In the light of these research findings, it is argued that unless learners are provided with meaningful opportunities to develop their reading skills and are exposed to reading materials in both languages on a regular basis from an early age, they will be inadequately prepared to cope with the high literacy demands of the twenty-first century. What is needed is a meaningful school reading programme geared towards exposing learners to books and helping them develop skilful reading strategies so that they can ‘read to learn’ more effectively.

Background: Given the comprehensively documented literacy crisis in South Africa and the gaps in what is known about the effective teaching of reading and writing in schools, high-quality literacy research is a priority. Objectives: This article evaluates South African research from two annotated bibliographies on reading in African languages at home language level (2004-2017) and South African research on teaching reading in English as a first additional language (2007-2018). It also aims to provide guidelines for addressing these weaknesses. Methods: Examples of 70 quantitative and qualitative research studies from the annotated bibliographies were critically analysed, identifying key weaknesses in the research as a whole and examples of excellent quality. Results: Weaknesses evident in the research reviewed, suggested greater consideration is needed to lay sound methodological foundations for quality literacy research. Three methodological issues underlying local literacy research that require greater attention are research design, selection and use of literature and research rigour. High-quality research examples are referenced but, for ethical reasons, examples of what we consider to be flawed research are described generally. Guidelines are offered for addressing these pitfalls that, in our view, contribute to research of limited quality. Since many universities require submission of a journal article as a requirement for postgraduate students, preparation for such an article is considered. Conclusion: While this article is not intended to be a comprehensive guide, we hope it is useful to supervisors, postgraduate students and early career researchers currently undertaking, or planning to undertake, literacy research and to writing for publication.

Background: Reading development in agglutinating African languages is a relatively underresearched area. While numerous studies highlight the low comprehension levels among learners reading in African languages in South Africa, little has been done to probe beneath this 'comprehension iceberg' in terms of decoding skills. Aim: As a tentative step towards benchmarking in African languages, we analyse the subcomponents of reading across three languages (Northern Sotho, Xitsonga and isiZulu), to better understand the nature of alphabetic knowledge, word reading and fluency in these languages, how these relate to one another, and how accuracy and speed relate to comprehension. Setting: Data was obtained from 785 Grade 3 learners across three African languages in three provinces in South Africa. Methods: The early grade reading assessment (EGRA) framework was adapted to the written features of the three languages to assess letter-sounds, single-word reading, non-word reading, oral reading fluency (ORF) and oral comprehension. Results: We present results on fluency, accuracy and comprehension and their interrelationships in these morphologically rich languages. While differences emerged between the conjunctive and disjunctive orthographies, strong relations occurred across the languages between lettersound knowledge and word reading, word reading and oral reading fluency, and ORF and reading comprehension. Results suggest minimum thresholds of accuracy and ORF in each language, below which it is virtually impossible to read for meaning. Conclusion: There is a strong need for language-specific norms and benchmarks for African languages. Preliminary minimum decoding thresholds for comprehension found in these three languages serve as a move in that direction.

In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL) learners in the Western Cape and Xhosa HL and English First Additional Language (FAL) learners in the Eastern Cape. The purpose was to document their different vocabulary trajectories during Grade 3. The Woodcock-Muñoz Language Survey was used to measure the active vocabulary levels of 118 learners at the beginning and the end of the school year. Another 284 learners from the same eight Grade 3 classes participated in a receptive vocabulary test at the end of the year. This test assessed their knowledge of the 60 most frequent words that occur in South Africa Grade 4 English textbooks. Results showed that although the HL learners knew almost double the number of words their English FAL peers did, both groups of learners increased their active word knowledge through the year by about 9%. Regarding their receptive vocabulary, the English FAL learners on average only knew 27% of the most frequent words at the end of their Grade 3. No significant gender differences were found. Learners in both language groups who were above their grade age had significantly lower scores than their younger peers. This confirms findings that children who start school with weak language skills tend to stay weak. Finally, initial active vocabulary knowledge was found to be a strong predictor of vocabulary development during the school year.

Viruses transmitted by mosquitoes threaten the health of millions of people worldwide. There is an urgent need for new tools for personal protection to ensure that vulnerable individuals are protected from infectious bites when outdoors. Here, we test the efficacy of wash-in and spray-on repellents against Aedes aegypti. When applied as a treatment on clothing as well as skin, the novel repellent compound delta-undecalactone provided up to 100% protection initially, and over 50% bite prevention for more than 7 hours. Mathematical modelling indicated that if such a repellent, with 100% initial efficacy, were to be applied twice daily by 80% of the population, more than 30% of Zika virus infections could be averted in an outbreak scenario with a basic reproduction number R0 = 2.2. In a less severe outbreak (R0 = 1.6), the same repellent regimen could avert 96% of infections. If there was much lower uptake, with only 40% of people using the repellent twice per day, just 4% of Zika cases would be averted (outbreak R0 = 2.2). Similar results were found in other scenarios tested for dengue and chikungunya outbreaks. Our model can be extrapolated to other repellents and guide future product development, and provides support to the concept that effective repellents that are used regularly and appropriately could be cost-effective interventions to prevent ill health from arboviral diseases. Author summary: Mosquito-borne diseases threaten millions worldwide, necessitating effective personal protection tools. Our study assessed wash-in and spray-on repellents against Aedes aegypti mosquitoes, the vectors of Zika and other arboviruses. When applied as a treatment on clothing and skin, the novel repellent compound delta-undecalactone provided over 50% bite prevention for more than 7 hours. Mathematical modelling indicated that if such a repellent, with 100% initial efficacy, were to be applied twice daily by 80% of the population, it could mitigate more than 30% of Zika virus infections in a severe outbreak. In a less severe outbreak scenario, it could avert 96% of infections. Similar results were found for dengue and chikungunya outbreaks. Our findings underscore mosquito repellents as highly cost-effective interventions in preventing mosquito-borne illnesses, and the model we present can be used to guide the future development of repellent-based personal protection tools. [ABSTRACT FROM AUTHOR]

This article reports on a reading intervention project undertaken in a high poverty primary school in Gauteng where reading levels in both the home language, Northern Sotho, and in English were very low. Some of the factors associated with school effectiveness (SE) are first examined and thereafter the nature of the reading intervention programme is described. The project outcomes are presented and discussed against established SE factors and the high poverty ecological system within which the school operates. Although some of these outcomes are presented quantitatively, the article also considers some of the qualitative aspects of the intervention and its outcomes. Despite obstacles which lessen impact, it is concluded that a reading intervention in high poverty schools can simultaneously improve learner performance and the functioning of an ineffective school, but that such an intervention needs to adopt a multi-level ecological approach.

Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English reading fluency and comprehension among rural English-second-language learners (ESL) in South Africa. We use data collected in 2013 by the National Education and Evaluation Development Unit in South Africa. This survey tested 4697 Grade 5 students from 214 schools across rural areas in South Africa. A sub-sample--1772 students--were selected for an ORF test. For these students there exist data on both reading comprehension and reading fluency. Although a number of studies have analyzed the relationship between fluency and comprehension, none have been conducted on a large-scale for ESL learners in a developing country such as South Africa. The present research contributes to the literature by analysing the size, significance and uniformity of this relationship for ESL learners in South Africa. Preliminary findings indicate a threshold at 70 words-read-correct-per-minute which is lower than the typically used threshold of 90 words-read-correct-per-minute of English first language readers.

This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was modified in an attempt to fast-track the learners to literacy levels more appropriate to their grade. This paper outlines the intervention, presents the pre- and post-test results of the English literacy assessments, reflects on the effects of the intervention, and briefly considers some of the reasons for the initial poor literacy performance. Finally, a model for literacy development in high-poverty contexts is proposed to minimise the need to play catch-up in the Intermediate Phase.

There is little research on differential reading performance in multilingual contexts in less than ideal learning conditions. This article reports on a reading intervention project in a poor multilingual primary school in South Africa where reading levels in Northern Sotho (home language) and English (language of schooling) were initially very low amongst Grade 7 learners. The nature of the reading intervention is briefly sketched and the outcomes after three years of implementation presented. Results at the intervention school showed some Matthew effects in both languages. Differential reading performance is discussed in relation to the high poverty and multilingual context of the school. Although this is a single case longitudinal study, implications for reading interventions and classroom instruction are considered in the context of disadvantaged multilingual primary schools. (Contains 3 figures and 2 tables.)

Second language (L2) reading research suggests that there is a complex interplay between L2 proficiency, first language (L1) reading and L2 reading. However, not much is known about the effect of L1 proficiency on L1 reading, and of L1 reading on L2 reading, or vice versa, in bilingual settings when readers have few opportunities for extensive reading in their L1. The relationships between L1 (Northern Sotho) and L2 (English) proficiency and L1 and L2 reading were examined in Grade 7 learners attending a high-poverty primary school in South Africa, during the course of a year when a reading intervention programme was implemented. The effect that attention to reading and accessibility of books had on the learners' reading proficiency in both languages was examined, and the factors that predicted academic performance were analysed. When the learners were engaged in more reading, L2 reading contributed more variance to L1 reading than L1 proficiency. Reading in both languages also contributed significantly to academic performance. The study highlights the need for more cross-linguistic reading research in different educational settings.

Success at university depends to a large extent on students' ability to read expository texts effectively in order to access and understand information, and study it for exam purposes. An important component of the comprehension process is the reader's ability to connect current information with information mentioned previously. One aspect of this text connecting process involves logical connectives. These are text devices that explicitly signal how chunks of information in a text are related to one another in a specific logical semantic relationship. This paper reports on findings from a study that investigated ESL students' ability to connect information linked by "illustrative," "causal" and "adversative" logical connectives during the reading of expository texts. The comprehension of logical relations was examined in relation to the students' academic performance and their language proficiency in English, the language of learning and teaching. The findings showed a robust relationship between the ability to comprehend logical relations in expository text on the one hand, and academic performance and ESL proficiency levels on the other hand. In particular, the academically poor performers found causal and adversative relations challenging. In discussing the results, the implications of these findings for reading comprehension in general and for academic support programmes for ESL students at tertiary level in particular are considered. (Contains 3 tables.)