Reading and the orthography of isiZulu

Land, Sandra

doi:10.1080/02572117.2015.1113000

Cited by 8 publications

(6 citation statements)

References 24 publications

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“…As the data set contains texts of languages of both disjunctive and conjunctive orthographies, investigations into the influence of orthography can be performed. For instance, the orthography of isiZulu has been proven to affect reading ability (Land, 2015).…”

Section: Reuse Potentialmentioning

confidence: 99%

A Data Set of Final Year High School Examination Texts of South African Home and First Additional Language Subjects

Sibeko

Zaanen

2023

Journal of Open Humanities Data

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This article describes a data set of reading comprehension and summary writing texts that were used in final-year high school examinations in South Africa between 2008 and 2020. It contains texts for eleven official South African languages. PDF versions of the texts stem from South Africa's Department of Basic Education's online public access repository. Plain text is extracted from the PDFs and the texts are tokenized. The data set contains 429 full-text files with 929 manually extracted comprehension and summary writing texts. The data is useful for studies investigating, e.g., linguistic properties, text readability, text properties, and linguistic complexity in any of the eleven languages. Furthermore, both intra-language and inter-language comparisons or investigations can be made.

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Section: Reuse Potentialmentioning

confidence: 99%

A Data Set of Final Year High School Examination Texts of South African Home and First Additional Language Subjects

Sibeko

Zaanen

2023

Journal of Open Humanities Data

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“…There is overwhelming evidence that the Curriculum Assessments Policy Statement (CAPS) contributes to the reading problems specifically in South African indigenous languages (Land, 2015;DeVos et al, 2014). Some challenges include:…”

Section: Curriculum Stipulations For Teaching Reading Skills In Ip Is...mentioning

confidence: 99%

“…Reading problems among learners appear to be perpetuated by the challenges facing teachers in the inclusive reading classrooms such as inadequate pedagogical strategies. These strategies are often perceived to be inflexible and resistant to acknowledging and accommodating at-risk readers (Land, 2015). It is a problem that many teachers at mainstream schools are insufficiently skilled to adapt their pedagogical strategies to accommodate at-risk readers (Donohue & Bornman, 2015: 34).…”

Section: Introductionmentioning

confidence: 99%

Challenges faced by intermediate phase isiZulu teachers in teaching inclusive reading

Ntshangase

2023

jlat

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Despite several interventions put in place to alleviate the reading crisis in South African education, many teachers still experience challenges in teaching reading comprehension. The situation is even more dire with regards to teaching inclusive reading to at-risk readers in mainstream schools in under-resourced settings. Very few studies have been conducted to investigate the pedagogical strategies in teaching inclusive reading in the intermediate phase (IP) isiZulu classrooms. This study aims to investigate the pedagogical challenges faced by IP isiZulu teachers who are teaching reading comprehension skills to at-risk readers in the mainstream schools of uMkhanyakude district, in the Northern part of KwaZulu-Natal province. This qualitative study is guided by the Word Learning Theory which posits that reading instruction should enhance learners’ knowledge of the alphabet and high-frequency words. Data were collected through non-participant classroom observations and interviews with 10 IP isiZulu teachers based in uMkhanyakude district. The qualitative data were analysed by the researcher through coded thematic analysis. The units of analysis in this study are IP teachers’ pedagogic strategies in teaching inclusive reading. The findings indicate that IP isiZulu teachers struggle to organise meaningful and cohesive reading strategies. Strategies employed are not structured to address specific reading challenges and consequently at-risk readers in mainstream schools remain inadequately catered for. This study will contribute to the body of knowledge related to the pedagogical strategies best suited for developing inclusive reading.

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“…Pretorius (2014) maintains that the implications of such orthographic differences for teaching and early reading development have not yet been systematically investigated. Her research focused on reading development at Foundation level in Zulu, Northern Sotho and English, whilst Land (2014) focused on the reading behaviour of competent adult speakers of Zulu. One of Land's main findings was that, relative to readers of other languages, adult readers of Zulu revealed shorter saccades, a higher number of longer fixations and regressions.…”

Section: Research Into Reading Processesmentioning

confidence: 99%

Report on BAAL ‘Language in Africa’ SIG meetings Reading in African languages: Developing literacies and reading methodologies

Wildsmith-Cromarty

2015

Lang. Teach.

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This report describes ongoing research on reading in African languages. It draws mainly on contributions from two British Association for Applied Linguistics (BAAL) ‘Language in Africa’ (LiA) Special Interest Group (SIG) meetings: the LiA SIG strand at BAAL 2013 and the seminar on Reading Methodologies in African Languages held at The School of Oriental and African Studies (SOAS), University of London in January 2014. This report will only cover contributions that focused on reading research and practice.

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Reading and the orthography of isiZulu

Cited by 8 publications

References 24 publications

A Data Set of Final Year High School Examination Texts of South African Home and First Additional Language Subjects

A Data Set of Final Year High School Examination Texts of South African Home and First Additional Language Subjects

Challenges faced by intermediate phase isiZulu teachers in teaching inclusive reading

Report on BAAL ‘Language in Africa’ SIG meetings Reading in African languages: Developing literacies and reading methodologies

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