Tracking Changes in South African Reading Literacy Achievement

A Developing Context Perspective

Reading has been touted as the most crucial and lacking skill for young South African children. This book delves into the issues and measurement considerations surrounding reading literacy using the Progress in International Reading Literacy Study (PIRLS) data. The contributors to this volume explore the complexities of measuring reading literacy with an international survey, curricula misalignment, and how the PIRLS framework can inform teaching and learning.

Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.

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Surette van Staden, Ph.D. (2011), University of Pretoria, is Associate Professor in Pedagogic Diagnosis at the Institute for Teacher Education and School Development of the University of Innsbruck. She has published extensively on PIRLS South African data in the form of articles, technical reports and mainstream media engagements, and served most recently as National Research Coordinator for PIRLS 2021 in South Africa.

Celeste Combrinck, Ph.D. (2018), University of Pretoria, is a senior lecturer in the Department of Science, Maths and Technology Education. She is a student of Rasch measurement modeling and a passionate proponent of meaningful measurement. Her research interests include educational and psychological measurement, international large-scale assessment studies (ILSAs), mixed methods and student thriving.
Hans Wagemaker
List of Figures and Tables
Notes on Contributors

1 The Complexities of International Large-Scale Assessments in a Developing Context
Celeste Combrinck and Surette van Staden

2 The PIRLS Assessment Framework: Implications for Teacher Education
Nick Taylor

3 Explaining Improved Learning Outcomes in South African Primary Schools
Martin Gustafsson and Stephen Taylor

4 Reading Literacy in Multilingual Societies: An Exploration of Relevant Learning Opportunities for Teacher Education and Their Implications for Large-Scale Assessment
Tobias Schroedler, Caroline Böning and Surette van Staden

5 When Comprehension Barely Occurs: Examining Low Performance in South Africa to Better Support and Monitor Reading Comprehension
Elizabeth Pretorius and Karen Roux

6 Shaping National Use of International Large-Scale Assessment Data: Translating Descriptive Patterns into Meaningful Contextual Scales of Teacher Reading Practice
Surette van Staden and Claudia Schreiner

7 Bridging the 20-Year Literacy Divide: African Language Reading Progress in South Africa
Nompumelelo L. Mohohlwane, Nangamso Mtsatse and Peter Courtney

8 Looking Back, Looking Forward: The Future of Reading for South African Children
Surette van Staden and Celeste Combrinck

This book will appeal to academics, researchers, and government officials interested in education and social sciences, and non-government organisations concerned with education in developing countries.
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