PREVIEW
Conclusion:
In conclusion, Text A effectively
establishes and maintains its
purpose of bringing attention to the
lack of books in South African
households with young children.
The genre of a news article is
maintained throughout, with clear
and informative language. The
inclusion of credible sources, expert
opinions, and relevant statistics
enhances the overall
persuasiveness of the argument.
The text provides a comprehensive
analysis of the issue,
acknowledging challenges and
ENG2601
proposing practical solutions within
the societal context.
NATALIE FOXX
SUPPLEMENTARY EXAM
ANSWERS 2024
, Question One based on Text A
Read Text A below and answer the question set.
TEXT A
Lack of books in SA’s homes throws spotlight on Pirls shock
No books in 43% of households with young children, according to research by
Unicef
by Tamar Kahn (Health & Science Correspondent)
There are no books at all in 43% of SA households with young children, and just 16%
of homes contain more than five books, according to research released on Monday
by the UN children’s agency Unicef.
The study highlights how reading and storytelling are neglected in many households
and comes hard on the heels of results of the Progress in International Reading
Literacy Study (Pirls) 2021, which found 81% of SA’s grade 4 children could not read
for meaning.
Reading for meaning refers to the ability to extract meaning from a section of text,
and is a vital skill a child needs to acquire to progress through the school curriculum.
“Access to books and in turn reading and storytelling is critical because it sets the
child up for foundational literacy in formal school,” said the deputy representative of
Unicef in SA, Muriel Mafico.
“The first 1,000 days of life are when a child’s brain develops the fastest. Listening to
stories and playing is an essential part of a child’s development to get the best start
in life.”
The research was commissioned by Unicef and the department of basic education.
It included 1,422 participants in all nine provinces from both urban and rural settings
and explored the knowledge, attitudes and practices of caregivers responsible for
children up to the age of six years.
It found even though 58% of households had access to some books, only 32% of
caregivers reported reading regularly to young children, with many of them saying
babies and toddlers under the age of two years are too young for books and play.
The department’s director for monitoring and evaluation, Stephen Taylor, said many
factors affect a child’s reading development, but there is clear evidence that reading
practices at home play a major role. Efforts to increase parental involvement in
reading have so far yielded mostly disappointing results, he said.
Conclusion:
In conclusion, Text A effectively
establishes and maintains its
purpose of bringing attention to the
lack of books in South African
households with young children.
The genre of a news article is
maintained throughout, with clear
and informative language. The
inclusion of credible sources, expert
opinions, and relevant statistics
enhances the overall
persuasiveness of the argument.
The text provides a comprehensive
analysis of the issue,
acknowledging challenges and
ENG2601
proposing practical solutions within
the societal context.
NATALIE FOXX
SUPPLEMENTARY EXAM
ANSWERS 2024
, Question One based on Text A
Read Text A below and answer the question set.
TEXT A
Lack of books in SA’s homes throws spotlight on Pirls shock
No books in 43% of households with young children, according to research by
Unicef
by Tamar Kahn (Health & Science Correspondent)
There are no books at all in 43% of SA households with young children, and just 16%
of homes contain more than five books, according to research released on Monday
by the UN children’s agency Unicef.
The study highlights how reading and storytelling are neglected in many households
and comes hard on the heels of results of the Progress in International Reading
Literacy Study (Pirls) 2021, which found 81% of SA’s grade 4 children could not read
for meaning.
Reading for meaning refers to the ability to extract meaning from a section of text,
and is a vital skill a child needs to acquire to progress through the school curriculum.
“Access to books and in turn reading and storytelling is critical because it sets the
child up for foundational literacy in formal school,” said the deputy representative of
Unicef in SA, Muriel Mafico.
“The first 1,000 days of life are when a child’s brain develops the fastest. Listening to
stories and playing is an essential part of a child’s development to get the best start
in life.”
The research was commissioned by Unicef and the department of basic education.
It included 1,422 participants in all nine provinces from both urban and rural settings
and explored the knowledge, attitudes and practices of caregivers responsible for
children up to the age of six years.
It found even though 58% of households had access to some books, only 32% of
caregivers reported reading regularly to young children, with many of them saying
babies and toddlers under the age of two years are too young for books and play.
The department’s director for monitoring and evaluation, Stephen Taylor, said many
factors affect a child’s reading development, but there is clear evidence that reading
practices at home play a major role. Efforts to increase parental involvement in
reading have so far yielded mostly disappointing results, he said.
