Reading ability and academic performance in South Africa: Are we fiddling while Rome is burning?

By E. Pretorius. 2002

192 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/924f1248c60c84cd60c01cceebb0b767887cf5b4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Sharita Bharuthram
2. H. Muller
3. N. Nel

In Literature and Literary Theory

1. Sharita Bharuthram
2. H. Muller
3. N. Nel

Citations in the corpus

• Making a case for the teaching of reading across the curriculum in higher education (2012, background): “It would seem that the reading problem in South Africa tends to be masked by the language problems (Pretorius, 2002:174) as many teachers attribute the difficulties that students experience in reading comprehension to limited language proficiency, the underlying assumption being that language…”
• The impact of teachers’ limited English proficiency on English second language learners in South African schools (2010, background): “Fleisch (2008) and Pretorius (2002) feel strongly that shifting from mother-tongue instruction (in the first two to three years of schooling) to English as LoLT compounds the problem of language confusion as the learners have not yet mastered reading in their mother tongue, much less in English.”