, RFP2601 ASSIGNMENT 2 2026
DUE DATE: JULY 2026
QUESTION 1
1.1 Explain why reading is so important in the Foundation Phase.
Reading is the cornerstone of all academic learning and broader development in the
Foundation Phase (Grades R–3). This period is widely recognised as the critical “learning to
read” stage, after which learners are expected to “read to learn” across the curriculum from
Grade 4 onwards (Department of Basic Education [DBE], 2011; National Framework for the
Teaching of Reading in African Languages, 2020). Without solid reading foundations,
learners face persistent barriers to progress, as most subsequent schooling relies heavily on
independent text comprehension.
Cognitive and Academic Imperative: Proficient reading enables access to knowledge,
concept formation, critical thinking, and information integration across subjects. The
National Framework for the Teaching of Reading (2020) asserts that “literacy, including the
ability to read fluently and with understanding is central to education” and equips learners
with critical thinking skills essential for productive citizenship. Poor reading outcomes in
South Africa are alarming: the PIRLS 2021 study revealed that 81% of Grade 4 learners could
not read for meaning at the lowest international benchmark (Howie et al., cited in Barends,
2024; Spaull, 2022). This directly undermines the transition to content-heavy learning in
later phases (Pretorius, 2002; DBE, 2023).
Longitudinal evidence confirms that children who do not read well by the end of Grade 3
are unlikely to catch up independently. Shaywitz (1997) noted that three-quarters of poor
Grade 3 readers remain poor readers in high school, creating a widening “Matthew Effect”
where skilled readers gain increasing advantages while struggling readers fall further behind
(Stanovich, 1986). In the South African context, the Read to Lead Campaign emphasises that
DUE DATE: JULY 2026
QUESTION 1
1.1 Explain why reading is so important in the Foundation Phase.
Reading is the cornerstone of all academic learning and broader development in the
Foundation Phase (Grades R–3). This period is widely recognised as the critical “learning to
read” stage, after which learners are expected to “read to learn” across the curriculum from
Grade 4 onwards (Department of Basic Education [DBE], 2011; National Framework for the
Teaching of Reading in African Languages, 2020). Without solid reading foundations,
learners face persistent barriers to progress, as most subsequent schooling relies heavily on
independent text comprehension.
Cognitive and Academic Imperative: Proficient reading enables access to knowledge,
concept formation, critical thinking, and information integration across subjects. The
National Framework for the Teaching of Reading (2020) asserts that “literacy, including the
ability to read fluently and with understanding is central to education” and equips learners
with critical thinking skills essential for productive citizenship. Poor reading outcomes in
South Africa are alarming: the PIRLS 2021 study revealed that 81% of Grade 4 learners could
not read for meaning at the lowest international benchmark (Howie et al., cited in Barends,
2024; Spaull, 2022). This directly undermines the transition to content-heavy learning in
later phases (Pretorius, 2002; DBE, 2023).
Longitudinal evidence confirms that children who do not read well by the end of Grade 3
are unlikely to catch up independently. Shaywitz (1997) noted that three-quarters of poor
Grade 3 readers remain poor readers in high school, creating a widening “Matthew Effect”
where skilled readers gain increasing advantages while struggling readers fall further behind
(Stanovich, 1986). In the South African context, the Read to Lead Campaign emphasises that
