RFP2601
Assignment 2
DUE July 2025
,RFP2601
Assignment 2
DUE July 2025
Exceptional Response
QUESTION 1: The Foundational Importance of Reading
1.1 Importance of Reading in the Foundation Phase (5)
Reading forms the basis for all future learning in the foundation phase. It enables young
learners to access and engage with knowledge across subjects while supporting the
development of cognitive, linguistic, and social skills. It builds vocabulary, grammar
awareness, and phonemic understanding—essential components of early literacy
(Snow, Burns & Griffin, 1998). In addition to promoting academic readiness, reading
nurtures creativity, emotional understanding, and critical thinking. Foundational reading
abilities strongly predict later school success, making early reading mastery not only
necessary but urgent in the South African context (Pretorius & Spaull, 2016).
1.2 Justification of Rule and Land’s (2017) Statement (5)
The claim that most South African children do not learn to read well reflects the complex
intersection of educational inequalities and systemic barriers. Rule and Land (2017)
highlight the effects of underqualified teachers, overcrowded classrooms, lack of
reading resources, and poor instructional practices. These conditions are worsened by
the use of unfamiliar languages as the medium of instruction and insufficient home
literacy environments (Spaull, 2013). The emphasis on rote assessment rather than
comprehension also limits deep reading development. These structural and pedagogical
failures explain why reading proficiency remains low across the country.
1|Page
,1.3 Understanding and Purpose of Invented Writing (5)
Invented writing is a developmental stage in early literacy where children use phonetic
approximations to represent words. Though non-standard, it reflects learners' grasp of
sound-symbol relationships. Children engage in invented writing as a form of self-
expression before formal spelling is learned. It indicates emerging phonological
awareness and literacy confidence. Encouraging invented writing helps children explore
written language freely, promotes risk-taking, and supports their journey toward
conventional literacy (Gentry, 2000).
1.4 Role of the Teacher in Establishing Print-Rich Classrooms (5)
Teachers are central in creating environments filled with written language that inspire
reading and learning. A print-rich classroom features visible and functional print—books,
charts, labels, posters, and word walls. These print elements support incidental
learning, word recognition, and vocabulary development. Teachers model reading
behaviour, encourage text interaction, and embed print into classroom routines to
increase literacy engagement. Creating such environments also reinforces positive
attitudes toward reading and strengthens foundational language exposure (Neuman &
Roskos, 1993).
1.5 Justification for Teacher Training in Reading for Comprehension (5)
Pretorius et al. (2016) and Willenberg (2018) emphasise the need for teachers to be
equipped with deep pedagogical knowledge to teach reading comprehension effectively.
Without this, learners may decode words without understanding meaning.
Comprehension involves complex cognitive strategies such as questioning, predicting,
and summarising. Skilled teachers can scaffold these processes, ensuring that learners
go beyond surface-level reading. Enhancing teacher training is crucial for cultivating
lifelong reading habits and improving literacy outcomes.
1.6 Benefits of Establishing School Community Libraries (5)
School community libraries are powerful tools for promoting equitable access to books
and fostering a reading culture, especially in under-resourced communities. They offer
inclusive spaces where learners engage in independent reading, homework activities,
2|Page
, and family literacy events. Libraries help bridge gaps between school and home literacy
environments. By encouraging regular reading habits, they support curriculum goals
and strengthen community involvement in education. Their long-term impact includes
increased academic performance and social empowerment (Hart & Zinn, 2007).
3|Page
Assignment 2
DUE July 2025
,RFP2601
Assignment 2
DUE July 2025
Exceptional Response
QUESTION 1: The Foundational Importance of Reading
1.1 Importance of Reading in the Foundation Phase (5)
Reading forms the basis for all future learning in the foundation phase. It enables young
learners to access and engage with knowledge across subjects while supporting the
development of cognitive, linguistic, and social skills. It builds vocabulary, grammar
awareness, and phonemic understanding—essential components of early literacy
(Snow, Burns & Griffin, 1998). In addition to promoting academic readiness, reading
nurtures creativity, emotional understanding, and critical thinking. Foundational reading
abilities strongly predict later school success, making early reading mastery not only
necessary but urgent in the South African context (Pretorius & Spaull, 2016).
1.2 Justification of Rule and Land’s (2017) Statement (5)
The claim that most South African children do not learn to read well reflects the complex
intersection of educational inequalities and systemic barriers. Rule and Land (2017)
highlight the effects of underqualified teachers, overcrowded classrooms, lack of
reading resources, and poor instructional practices. These conditions are worsened by
the use of unfamiliar languages as the medium of instruction and insufficient home
literacy environments (Spaull, 2013). The emphasis on rote assessment rather than
comprehension also limits deep reading development. These structural and pedagogical
failures explain why reading proficiency remains low across the country.
1|Page
,1.3 Understanding and Purpose of Invented Writing (5)
Invented writing is a developmental stage in early literacy where children use phonetic
approximations to represent words. Though non-standard, it reflects learners' grasp of
sound-symbol relationships. Children engage in invented writing as a form of self-
expression before formal spelling is learned. It indicates emerging phonological
awareness and literacy confidence. Encouraging invented writing helps children explore
written language freely, promotes risk-taking, and supports their journey toward
conventional literacy (Gentry, 2000).
1.4 Role of the Teacher in Establishing Print-Rich Classrooms (5)
Teachers are central in creating environments filled with written language that inspire
reading and learning. A print-rich classroom features visible and functional print—books,
charts, labels, posters, and word walls. These print elements support incidental
learning, word recognition, and vocabulary development. Teachers model reading
behaviour, encourage text interaction, and embed print into classroom routines to
increase literacy engagement. Creating such environments also reinforces positive
attitudes toward reading and strengthens foundational language exposure (Neuman &
Roskos, 1993).
1.5 Justification for Teacher Training in Reading for Comprehension (5)
Pretorius et al. (2016) and Willenberg (2018) emphasise the need for teachers to be
equipped with deep pedagogical knowledge to teach reading comprehension effectively.
Without this, learners may decode words without understanding meaning.
Comprehension involves complex cognitive strategies such as questioning, predicting,
and summarising. Skilled teachers can scaffold these processes, ensuring that learners
go beyond surface-level reading. Enhancing teacher training is crucial for cultivating
lifelong reading habits and improving literacy outcomes.
1.6 Benefits of Establishing School Community Libraries (5)
School community libraries are powerful tools for promoting equitable access to books
and fostering a reading culture, especially in under-resourced communities. They offer
inclusive spaces where learners engage in independent reading, homework activities,
2|Page
, and family literacy events. Libraries help bridge gaps between school and home literacy
environments. By encouraging regular reading habits, they support curriculum goals
and strengthen community involvement in education. Their long-term impact includes
increased academic performance and social empowerment (Hart & Zinn, 2007).
3|Page
