n South African Journal of Education - Reading in a disadvantaged high school : issues of accomplishment, assessment and accountability
|Article Title||Reading in a disadvantaged high school : issues of accomplishment, assessment and accountability|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Author||Elizabeth Pretorius and Rita Ribbens|
|Publication Date||Jan 2005|
|Pages||139 - 147|
ISI Social Science
Findings from a two-year project, which investigated the entry-level English reading skills of Grade 8 non-primary speakers of English, are presented. The article raises some theoretical and methodological issues related to reading development and assessment in schools. The generally poor reading skills of many learners entering high school raise questions about current classroom practices and disparities in literacy accomplishment in primary schools. By making our findings available to scholarly scrutiny, we wish to stimulate discussion on reading instruction and assessment in schools, and educational accountability, and so hope to encourage further research and discussion in this field.
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