Putting reading in Northern Sotho on track in the early years : changing resources, expectations and practices in a high poverty school

Abstract

Focuses on Grade 1 reading skills in Northern Sotho at a high poverty school where a reading intervention project was implemented over a four-year period, aims at building a culture of reading at the school by creating conditions that are conducive for reading instruction and development. Examines the development of Grade 1 reading skills in Northern Sotho during this period. Reflects on possible changes that took place in the Grade 1 classrooms as a result of the intervention project. Indicates that although at the start of the project the reading levels at the school were extremely low, there has been a steady increase in various aspects of reading competence during the four years. Argues that improvements in reading in the African languages are dependent on changes in instructional practices in classrooms. Suggests that such changes, in turn, will only take place if attention is paid to both resource building and capacity building in formal schooling contexts.