,RFP2601 ASSIGNMENT 02
1.1 Explain why reading is so important in the foundation phase. (5)
Reading is an essential skill that serves as the foundation for all other learning in the foundation phase.
The ability to read is not only necessary for academic success but also plays a key role in the overall
development of children. There are several reasons why reading is so important in the foundation
phase.
First and foremost, reading is essential for language development. By reading books and being read to,
children are exposed to a wide range of vocabulary and language structures, which helps in expanding
their own language skills. This exposure helps children in developing their spoken language, listening
skills, and understanding of the language.
Furthermore, reading promotes cognitive development by stimulating the brain and promoting critical
thinking skills. When children engage with books, they are constantly processing information, making
connections, and interpreting the world around them. This cognitive stimulation is crucial for their
overall development and learning.
In addition to cognitive development, reading also fosters imagination and creativity. When children are
exposed to different stories and characters, they can use their imagination to create vivid images in their
minds, leading to the development of creative thinking skills.
Furthermore, reading helps in building a strong foundation for academic success. The ability to read is
crucial for learning across all subjects, and children who are proficient readers generally perform better
in other academic areas.
Lastly, reading also plays a significant role in emotional and social development. Through stories,
children learn about different emotions, morals, and social behaviors, which helps in developing
empathy and understanding of the world around them.
In conclusion, reading is crucial in the foundation phase as it not only promotes language and cognitive
development but also fosters imagination, creativity, and social skills. Therefore, it is important for
educators and parents to encourage a love for reading in children from a young age, as it sets the stage
for lifelong learning and success.
Reference:
Senechal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading
skill: A five-year longitudinal study. Child development, 73(2), 445-460.
, Reference:Pinnell, G. S., & Fountas, I. C. (2001). Guided Reading: Good First Teaching for All Children.
Portsmouth, NH: Heinemann.
1.2 Rule and Land (2017:2) state that “most South African children do not learn to read well.” Justify
the reason for their statement. (5)]
The statement from Rule and Land (2017:2) that "most South African children do not learn to read well"
can be justified by looking at the results of the latest Progress in International Reading Literacy Study
(PIRLS) conducted in 2016. The study found that 78% of Grade 4 learners in South Africa were unable to
read for meaning in any language. This indicates a significant problem with reading proficiency among
South African children, supporting the authors' assertion.
Furthermore, the Department of Basic Education in South Africa has acknowledged the reading crisis in
the country, with the Minister of Basic Education, Angie Motshekga, stating that "there is no other way
to put it – we have a reading crisis in this country." The government's recognition of the issue further
supports the claim that most South African children do not learn to read well.
Additionally, other researchers and educators in South Africa have also highlighted the challenges faced
in teaching reading and literacy, including the lack of access to quality reading materials, limited teacher
training in effective reading instruction, and the impact of poverty and inequality on educational
outcomes.
Overall, the statement from Rule and Land is supported by empirical evidence, government
acknowledgment, and the observations of other experts in the field, all of which point to a significant
problem with reading proficiency among South African children. Therefore, it is justified to assert that
most South African children do not learn to read well.
Reference:
Rule, P., & Land, S. (2017). Reading Sense: The Psychology of Reading and the Teaching of Reading. Juta
and Company Ltd.
1.3 Explain what you understand by ‘invented writing’ and why children use invented writing. (5)
Invented writing refers to the spontaneous creation of written language by young children who have not
yet been formally taught how to write. This type of writing often involves the use of symbols, shapes,
and scribbles to convey meaning and communicate ideas. Children use invented writing as a way to
express their thoughts, feelings, and experiences in a visual form, even before they have the fine motor
skills and linguistic knowledge to produce conventional written text.
Young children are drawn to invent writing as a way to participate in literacy activities and engage with
the written word. By experimenting with creating their own written language, children develop an
understanding of the purpose and function of writing. This early exposure to writing also helps children
1.1 Explain why reading is so important in the foundation phase. (5)
Reading is an essential skill that serves as the foundation for all other learning in the foundation phase.
The ability to read is not only necessary for academic success but also plays a key role in the overall
development of children. There are several reasons why reading is so important in the foundation
phase.
First and foremost, reading is essential for language development. By reading books and being read to,
children are exposed to a wide range of vocabulary and language structures, which helps in expanding
their own language skills. This exposure helps children in developing their spoken language, listening
skills, and understanding of the language.
Furthermore, reading promotes cognitive development by stimulating the brain and promoting critical
thinking skills. When children engage with books, they are constantly processing information, making
connections, and interpreting the world around them. This cognitive stimulation is crucial for their
overall development and learning.
In addition to cognitive development, reading also fosters imagination and creativity. When children are
exposed to different stories and characters, they can use their imagination to create vivid images in their
minds, leading to the development of creative thinking skills.
Furthermore, reading helps in building a strong foundation for academic success. The ability to read is
crucial for learning across all subjects, and children who are proficient readers generally perform better
in other academic areas.
Lastly, reading also plays a significant role in emotional and social development. Through stories,
children learn about different emotions, morals, and social behaviors, which helps in developing
empathy and understanding of the world around them.
In conclusion, reading is crucial in the foundation phase as it not only promotes language and cognitive
development but also fosters imagination, creativity, and social skills. Therefore, it is important for
educators and parents to encourage a love for reading in children from a young age, as it sets the stage
for lifelong learning and success.
Reference:
Senechal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading
skill: A five-year longitudinal study. Child development, 73(2), 445-460.
, Reference:Pinnell, G. S., & Fountas, I. C. (2001). Guided Reading: Good First Teaching for All Children.
Portsmouth, NH: Heinemann.
1.2 Rule and Land (2017:2) state that “most South African children do not learn to read well.” Justify
the reason for their statement. (5)]
The statement from Rule and Land (2017:2) that "most South African children do not learn to read well"
can be justified by looking at the results of the latest Progress in International Reading Literacy Study
(PIRLS) conducted in 2016. The study found that 78% of Grade 4 learners in South Africa were unable to
read for meaning in any language. This indicates a significant problem with reading proficiency among
South African children, supporting the authors' assertion.
Furthermore, the Department of Basic Education in South Africa has acknowledged the reading crisis in
the country, with the Minister of Basic Education, Angie Motshekga, stating that "there is no other way
to put it – we have a reading crisis in this country." The government's recognition of the issue further
supports the claim that most South African children do not learn to read well.
Additionally, other researchers and educators in South Africa have also highlighted the challenges faced
in teaching reading and literacy, including the lack of access to quality reading materials, limited teacher
training in effective reading instruction, and the impact of poverty and inequality on educational
outcomes.
Overall, the statement from Rule and Land is supported by empirical evidence, government
acknowledgment, and the observations of other experts in the field, all of which point to a significant
problem with reading proficiency among South African children. Therefore, it is justified to assert that
most South African children do not learn to read well.
Reference:
Rule, P., & Land, S. (2017). Reading Sense: The Psychology of Reading and the Teaching of Reading. Juta
and Company Ltd.
1.3 Explain what you understand by ‘invented writing’ and why children use invented writing. (5)
Invented writing refers to the spontaneous creation of written language by young children who have not
yet been formally taught how to write. This type of writing often involves the use of symbols, shapes,
and scribbles to convey meaning and communicate ideas. Children use invented writing as a way to
express their thoughts, feelings, and experiences in a visual form, even before they have the fine motor
skills and linguistic knowledge to produce conventional written text.
Young children are drawn to invent writing as a way to participate in literacy activities and engage with
the written word. By experimenting with creating their own written language, children develop an
understanding of the purpose and function of writing. This early exposure to writing also helps children
