Well-developed reading comprehension skills are emphasized across the National Curriculum and Assessment Policy Statements (CAPS) of South Africa (DBE, 2011) as sufficient reading comprehension skills are central to successful learning in all subjects. Despite the high importance of effective reading and comprehension skills, the reading standard of intermediate phase learners remains alarmingly low when considering the results of international reading assessments. From these results, it becomes clear that learners do not have adequate reading comprehension when they are assessed on the content of a reading text. Although clear criteria for text selection do exist, the cause of poor reading comprehension can possibly be attributed to inappropriate text selection. For this article, the readability level of prescribed texts as a possible obstacle was examined. Various readability indices were investigated, specifically, those that can be used for Afrikaans Home Language to measure textual complexity. The readability of texts in home language textbooks (intermediate phase) was calculated. The investigation was approached from interpretivism and is qualitative in nature. Firstly, an extensive literature review was launched into the reading situation regarding intermediate phase learners, texts, criteria for text selection, text readability, and readability indices. Secondly, the CAPS (Afrikaans Home Language, intermediate phase) was analysed to determine what the guidelines for texts, text selection and readability entail. Finally, CAPS-accredited textbooks were analysed to determine the readability levels of some texts in them. The overarching themes that arose from the research data were used to make possible suggestions for Afrikaans Home Language teachers and textbook compilers regarding self-directed text selection for intermediate phase learners by using a readability index. Keywords: intermediêre fase, KABV, leesassesserings, leesbaarheid, leesbaarheidsindekse, leesprobleme, skoolhandboeke, tekskeuse, Afrikaans Home Language, Afrikaans Huistaal, reading problems, text selection, readability, readability indices, Misindeks

Elize Vos, Carisma Nel and Ria van den BergNorth-West University (Potchefstroom Campus) Journal for Language Teaching | Tydskrif vir Taalonderrig

Language is a contextual factor of an education system as it determines the Language of Learning and Teaching (LOLT). In order to provide for diversity in South Africa, the Constitution of the Republic of South Africa, 1996, makes provision for 11 official languages and the Language in Education Policy (LiEP) promotes respect for not only these official languages, but languages in general as well as the preservation of cultural diversity by means of multilingualism. Having measures like these in place creates the assumption that different languages are used as LOLT. However, mother tongue education is not fully realised in South Africa. A large percentage of learners’ LOLT is not their home language. This lack of mother tongue education may cause poor reading ability. South Africa’s government and Department of Education (DoE) has certain strategies available to promote reading, however, the feasibility of these strategies is questionable when the poor reading performance of South African learners is taken into account. To find a solution for the above-stated problem, due to the fact that reading plays an important role within an education system, and the integral part it forms in nation-building, we conducted a literature study to identify current national and international reading strategies. In this article we present a synthesis of these strategies, which we refer to as a reading motivation framework, outlining the responsibilities of various social role players.

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Storytelling as a teaching strategy to strengthen identity development in disadvantaged individuals Corné van der vyver, Carisma nel, elize vos en ronél van oort