RFP2601
Assignment 2
DUE July 2025
, RFP2601
Assignment 2
DUE July 2025
Comprehensive Response
Question 1: Reading in the Foundation Phase
1.1 Importance of Reading in the Foundation Phase
Reading in the Foundation Phase (Grades R–3) forms the bedrock of children’s
holistic development, encompassing cognitive, linguistic, and socio-emotional growth.
It enables learners to decode texts, construct meaning, and engage confidently with
knowledge across subjects (Snow, Burns, & Griffin, 1998).
This process builds phonological awareness, expands vocabulary, and enhances
comprehension—key prerequisites for higher-order thinking. Research shows that early
reading proficiency predicts better performance in mathematics and science by Grade 4
(Pretorius & Klapwijk, 2016). Beyond academics, reading nurtures self-efficacy, as
fluent readers develop confidence in their learning capabilities. Conversely, early
reading struggles risk disengagement, perpetuating achievement gaps—an urgent
concern in South Africa’s unequal education system. Moreover, exposure to diverse
narratives cultivates empathy and cultural awareness, preparing learners for social
interactions in our pluralistic society.
Critical Reflection: While reading is widely seen as a gateway to success, this view
often overlooks contextual barriers such as poverty or limited access to books, which
may hinder its benefits. This tension suggests that reading’s importance is contingent
upon equitable resource distribution. Without systemic support, its transformative
potential remains unrealised for many learners in my own teaching practice and broader
community.
1
,1.2 Justification of Rule and Land’s Statement
Rule and Land (2017) argue that “most South African children do not learn to read
well,” a claim strongly supported by data. The 2016 Progress in International Reading
Literacy Study (PIRLS) revealed that 78% of Grade 4 learners could not read for
meaning in any language (Howie et al., 2017). This crisis stems from three core issues:
• Inadequate Teacher Training: Many Foundation Phase teachers lack
specialised reading pedagogy skills, particularly in multilingual settings where
learners transition from home languages to English (Pretorius et al., 2016).
• Resource Scarcity: Underprivileged schools often lack books, print-rich
environments, and libraries, limiting reading opportunities (Willenberg, 2018).
• Socio-Economic Barriers: Poverty, malnutrition, and low parental literacy
reduce early language exposure, hindering reading readiness (Rule & Land,
2017).
These factors interlock, creating a cycle of reading failure. For instance, a learner in a
resource-poor school with an undertrained teacher faces compounded barriers to
fluency.
Critical Reflection: Rule and Land’s statement assumes a uniform reading deficit, yet
disparities are more pronounced in marginalised communities. This tension between
general claims and local realities is evident in my practicum school, where some
learners excel while others lack basic phonemic awareness. The long-term implication
is that poor reading skills limit access to higher education and economic
opportunities, perpetuating intergenerational inequality.
References:
Howie, S. J., et al. (2017). PIRLS 2016: South African children’s reading literacy
achievement. Centre for Evaluation and Assessment.
Rule, P., & Land, S. (2017). Reading for meaning: A South African perspective. Oxford
University Press.
Pretorius, E. J., et al. (2016). Reading comprehension in South African schools: Are
2
, teachers equipped? South African Journal of Education, 36(1), 1–10.
Willenberg, I. (2018). Early literacy development in South African contexts. Juta.
1.3 Understanding Invented Writing and Its Use by Children
Invented writing refers to young children’s spontaneous attempts to write before
mastering standard spelling and grammar (Clay, 1975). This often appears as scribbles,
symbols, or letter-like shapes representing words or ideas, reflecting children’s
phonological understanding. For example, a child writing “KT” for “cat” demonstrates
emergent literacy skills.
Children engage in invented writing for several reasons:
• Exploration of Literacy: It allows experimentation with the writing system,
bridging oral and written language (Tolchinsky, 2003).
• Meaning-Making: It enables children to express ideas creatively, fostering
ownership of their learning process.
• Phonemic Awareness: It shows their ability to segment sounds, a critical
precursor to reading and spelling proficiency.
From a constructivist perspective (Piaget, 1952), invented writing is an active
cognitive process rather than mere imitation.
Critical Reflection: A tension arises when educators overemphasise correct forms,
potentially stifling creativity. The implication is that teachers must balance
encouragement with scaffolding to guide children towards conventional literacy without
suppressing their initiative, fostering lifelong literacy development and confidence.
References:
Clay, M. M. (1975). What did I write? Beginning writing behaviour. Heinemann.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Tolchinsky, L. (2003). The cradle of culture and what children know about writing and
numbers before being taught. Lawrence Erlbaum.
3
Assignment 2
DUE July 2025
, RFP2601
Assignment 2
DUE July 2025
Comprehensive Response
Question 1: Reading in the Foundation Phase
1.1 Importance of Reading in the Foundation Phase
Reading in the Foundation Phase (Grades R–3) forms the bedrock of children’s
holistic development, encompassing cognitive, linguistic, and socio-emotional growth.
It enables learners to decode texts, construct meaning, and engage confidently with
knowledge across subjects (Snow, Burns, & Griffin, 1998).
This process builds phonological awareness, expands vocabulary, and enhances
comprehension—key prerequisites for higher-order thinking. Research shows that early
reading proficiency predicts better performance in mathematics and science by Grade 4
(Pretorius & Klapwijk, 2016). Beyond academics, reading nurtures self-efficacy, as
fluent readers develop confidence in their learning capabilities. Conversely, early
reading struggles risk disengagement, perpetuating achievement gaps—an urgent
concern in South Africa’s unequal education system. Moreover, exposure to diverse
narratives cultivates empathy and cultural awareness, preparing learners for social
interactions in our pluralistic society.
Critical Reflection: While reading is widely seen as a gateway to success, this view
often overlooks contextual barriers such as poverty or limited access to books, which
may hinder its benefits. This tension suggests that reading’s importance is contingent
upon equitable resource distribution. Without systemic support, its transformative
potential remains unrealised for many learners in my own teaching practice and broader
community.
1
,1.2 Justification of Rule and Land’s Statement
Rule and Land (2017) argue that “most South African children do not learn to read
well,” a claim strongly supported by data. The 2016 Progress in International Reading
Literacy Study (PIRLS) revealed that 78% of Grade 4 learners could not read for
meaning in any language (Howie et al., 2017). This crisis stems from three core issues:
• Inadequate Teacher Training: Many Foundation Phase teachers lack
specialised reading pedagogy skills, particularly in multilingual settings where
learners transition from home languages to English (Pretorius et al., 2016).
• Resource Scarcity: Underprivileged schools often lack books, print-rich
environments, and libraries, limiting reading opportunities (Willenberg, 2018).
• Socio-Economic Barriers: Poverty, malnutrition, and low parental literacy
reduce early language exposure, hindering reading readiness (Rule & Land,
2017).
These factors interlock, creating a cycle of reading failure. For instance, a learner in a
resource-poor school with an undertrained teacher faces compounded barriers to
fluency.
Critical Reflection: Rule and Land’s statement assumes a uniform reading deficit, yet
disparities are more pronounced in marginalised communities. This tension between
general claims and local realities is evident in my practicum school, where some
learners excel while others lack basic phonemic awareness. The long-term implication
is that poor reading skills limit access to higher education and economic
opportunities, perpetuating intergenerational inequality.
References:
Howie, S. J., et al. (2017). PIRLS 2016: South African children’s reading literacy
achievement. Centre for Evaluation and Assessment.
Rule, P., & Land, S. (2017). Reading for meaning: A South African perspective. Oxford
University Press.
Pretorius, E. J., et al. (2016). Reading comprehension in South African schools: Are
2
, teachers equipped? South African Journal of Education, 36(1), 1–10.
Willenberg, I. (2018). Early literacy development in South African contexts. Juta.
1.3 Understanding Invented Writing and Its Use by Children
Invented writing refers to young children’s spontaneous attempts to write before
mastering standard spelling and grammar (Clay, 1975). This often appears as scribbles,
symbols, or letter-like shapes representing words or ideas, reflecting children’s
phonological understanding. For example, a child writing “KT” for “cat” demonstrates
emergent literacy skills.
Children engage in invented writing for several reasons:
• Exploration of Literacy: It allows experimentation with the writing system,
bridging oral and written language (Tolchinsky, 2003).
• Meaning-Making: It enables children to express ideas creatively, fostering
ownership of their learning process.
• Phonemic Awareness: It shows their ability to segment sounds, a critical
precursor to reading and spelling proficiency.
From a constructivist perspective (Piaget, 1952), invented writing is an active
cognitive process rather than mere imitation.
Critical Reflection: A tension arises when educators overemphasise correct forms,
potentially stifling creativity. The implication is that teachers must balance
encouragement with scaffolding to guide children towards conventional literacy without
suppressing their initiative, fostering lifelong literacy development and confidence.
References:
Clay, M. M. (1975). What did I write? Beginning writing behaviour. Heinemann.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Tolchinsky, L. (2003). The cradle of culture and what children know about writing and
numbers before being taught. Lawrence Erlbaum.
3
