n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Access to literacy : scaffolded reading strategies in the South African context

Volume 41, Issue 1
  • ISSN : 0259-9570


This paper explores the application of Rose's (2004) (LRRL) scaffolded reading strategies to the reading, writing and academic problems of a grade 11 learner, Phindi, in a Pietermaritzburg school. Phindi's problems are placed in the context of the deepening crisis in the literacy levels being distributed by the South African schooling system. An exploration of Phindi's progress through the school system indicates how inappropriate teaching, systemic constraints, and a progressivist OBE curriculum have contributed to her problems with reading to learn from grade-appropriate texts. The theoretical basis (Bernstein, Vygotsky and Halliday) and methodology of Rose's LRRL programme is explained, and its application to Phindi's reading and learning problems described and evaluated. The paper charts how one teacher, Jean Moore, applied and adapted Rose's scaffolded strategies with Phindi, and her significant progress as a result of the intervention. The paper concludes with the authors' belief that Rose's strategies are applicable in the South African context, especially as they provide a means, and an appropriate methodology, to address the urgent need for systematic and explicit teaching of reading across the curriculum and through the different levels of schooling.

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