# | Title | Journal | Year | Citations |
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|
1 | Finding the plot in South African reading education | Reading and Writing (South Africa) | 2017 | 23 |
2 | The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study | Reading and Writing (South Africa) | 2015 | 15 |
3 | Digital literacy: The quest of an inclusive definition | Reading and Writing (South Africa) | 2018 | 15 |
4 | Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies | Reading and Writing (South Africa) | 2013 | 13 |
5 | Reading is very important, but...: Taking stock of South African student teachers’ reading habits | Reading and Writing (South Africa) | 2014 | 13 |
6 | Use of mobile phones as supplementary teaching and learning tools to learners in South Africa | Reading and Writing (South Africa) | 2018 | 13 |
7 | Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students | Reading and Writing (South Africa) | 2019 | 13 |
8 | Mother-tongue education in a multilingual township: Possibilities for recognising lok’shin lingua in South Africa | Reading and Writing (South Africa) | 2019 | 13 |
9 | Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland | Reading and Writing (South Africa) | 2013 | 13 |
10 | Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape | Reading and Writing (South Africa) | 2017 | 12 |
11 | Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children | Reading and Writing (South Africa) | 2015 | 11 |
12 | Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape province, South Africa | Reading and Writing (South Africa) | 2017 | 11 |
13 | Textbook readability and ESL learners | Reading and Writing (South Africa) | 2011 | 10 |
14 | Lessons learnt: Observation of Grade 4 reading comprehension teaching in South African schools across the Progress in International Reading Literacy Study (PIRLS) 2006 achievement spectrum | Reading and Writing (South Africa) | 2014 | 10 |
15 | Word recognition strategies amongst isiXhosa/English bilingual learners: The interaction of orthography and language of learning and teaching | Reading and Writing (South Africa) | 2016 | 10 |
16 | Making sense of the PIRLS 2006 results for South Africa | Reading and Writing (South Africa) | 2011 | 9 |
17 | Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing | Reading and Writing (South Africa) | 2014 | 9 |
18 | Teaching of writing in two rural multigrade classes in the Western Cape | Reading and Writing (South Africa) | 2015 | 9 |
19 | Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits | Reading and Writing (South Africa) | 2017 | 9 |
20 | Barriers to reading in higher education: Rethinking reading support | Reading and Writing (South Africa) | 2019 | 9 |
21 | The culture of the sharp pencil: Can a literacy intervention lever school change? | Reading and Writing (South Africa) | 2010 | 8 |
22 | South African teacher proles and emerging teacher factors: The picture painted by PIRLS 2006 | Reading and Writing (South Africa) | 2010 | 8 |
23 | Reading comprehension and strategy awareness of Grade 11 English second language learners | Reading and Writing (South Africa) | 2012 | 8 |
24 | Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms | Reading and Writing (South Africa) | 2016 | 8 |
25 | Navigating the unbeaten track from digital literacy to digital citizenship: A case of university students in South Africa’s Eastern Cape province | Reading and Writing (South Africa) | 2018 | 8 |
26 | A reading project to improve literacy in the foundation phase: A case study in the Eastern Cape | Reading and Writing (South Africa) | 2018 | 8 |
27 | Imagination, Waldorf, and critical literacies: Possibilities for transformative education in mainstream schools | Reading and Writing (South Africa) | 2016 | 7 |
28 | Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa | Reading and Writing (South Africa) | 2011 | 6 |
29 | Digital literacy in Ugandan teacher education: Insights from a case study | Reading and Writing (South Africa) | 2013 | 6 |
30 | Reading strategies used by Grade 9 English Second Language learners in a selected school | Reading and Writing (South Africa) | 2014 | 6 |
31 | Reading competency of first-year undergraduate students at University of Botswana: A case study | Reading and Writing (South Africa) | 2017 | 6 |
32 | Analysing English First Additional Language teachers’ understanding and implementation of reading strategies | Reading and Writing (South Africa) | 2018 | 6 |
33 | Student perceptions of multilingualism and the culture of communication in journalism studies in higher education | Reading and Writing (South Africa) | 2020 | 6 |
34 | Integration of sources in academic writing: A corpus-based study of citation practices in essay writing in two departments at the University of Botswana | Reading and Writing (South Africa) | 2014 | 5 |
35 | The impact of an academic reading programme in the Bachelor of Education (intermediate and senior phase) degree | Reading and Writing (South Africa) | 2015 | 5 |
36 | Freirean principles and critical literacy to counter retrograde impulses in the Curriculum and Assessment Policy Statement | Reading and Writing (South Africa) | 2015 | 5 |
37 | A longitudinal study of a reading project in the Northern Cape, South Africa | Reading and Writing (South Africa) | 2016 | 5 |
38 | Instructional principles used to teach critical comprehension skills to a Grade 4 learner | Reading and Writing (South Africa) | 2017 | 5 |
39 | The effect of social media on English second language essay writing with special reference to WhatsApp | Reading and Writing (South Africa) | 2019 | 5 |
40 | Perceptions of undergraduates on the relationship between exposure to blended learning and online critical literacy skills | Reading and Writing (South Africa) | 2019 | 5 |
41 | A linguistic analysis of spelling errors in Grade 3 isiXhosa home-language learners | Reading and Writing (South Africa) | 2020 | 5 |
42 | The discipline and craft of academic writing: Building writing capacity in Institutions of Higher Education | Reading and Writing (South Africa) | 2012 | 4 |
43 | Developing early readers: Patterns in introducing critical reading skills and strategies to South African children | Reading and Writing (South Africa) | 2014 | 4 |
44 | Cultural and social uses of orality and functional literacy: A narrative approach | Reading and Writing (South Africa) | 2016 | 4 |
45 | Embedding knowledge transfer in digital citizen engagement in South Africa: Developing digital literacy | Reading and Writing (South Africa) | 2018 | 4 |
46 | Implementing tablets to teach Reading in Grade 5 | Reading and Writing (South Africa) | 2018 | 4 |
47 | Extended strategy-use instruction to improve students’ reading proficiency in a content subject | Reading and Writing (South Africa) | 2018 | 4 |
48 | Enhancing learners’ reading habits through reading bags at secondary schools | Reading and Writing (South Africa) | 2018 | 4 |
49 | English vocabulary exposure in South African township schools: Pitfalls and opportunities | Reading and Writing (South Africa) | 2019 | 4 |
50 | Bachelor of Laws (LLB) students’ views of their literacy practices: Implications for support in a time of change | Reading and Writing (South Africa) | 2019 | 4 |