Teachers’ voices on the poor reading skills of Setswana-speaking Foundation Phase learners - Mokobe, Joyce; Badenhorst, Jo; Schlebusch, Luzaan (Reading & Writing, 2025)
Keywords: Academic Achievement; African languages; Analysis; Case studies; Curricula; Early Reading; Educational Quality; Elementary school students; Elementary Schools; Evidence Based Practice; foundation phase; Grade 3; Grade 4; Graphemes; Humanities, Multidisciplinary; insufficient sources; International Assessment; Language; Language Skills; Learning; Linguistic Competence; Linguistics; Literacy; Literacy Education; Oral Language; Oral Reading; Orthography; Pedagogy; Phoneme Grapheme Correspondence; Phonemes; Phonemic Awareness; Phonemics; Phonics; Phonological Awareness; Phonology; Poverty; Problem solving; Reading ability; Reading comprehension; Reading instruction; Reading materials; Reading Skills; School Effectiveness; Setswana-speaking learners; Skills; Social Sciences, Interdisciplinary; Teacher education; teacher training; Teachers; Teaching; Tswana language; South Africa; United Kingdom; California; foundation phase; Setswana-speaking learners; insufficient sources; reading skills; teacher training