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Parental Involvement in Reading: Effect on Early Reading Achievement

In: Philosophy and Psychology

Submitted By moss03
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National Reading Strategy

February 2008
All rights reserved. You may copy material from this publication for use in non-profit education programmes if you acknowledge the source. For use in publications, please get the written permission of the Department of Education.

Department of Education Sol Plaatje House 123 Schoeman Street PRETORIA Private Bag X895 PRETORIA 0001 ISBN 177018-062-1

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Acknowledgements
The Department of Education (DoE) wishes to acknowledge the following individuals and organization who contributed in the development of National Reading Strategy:

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Contents

Page numbers

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2. Why improve reading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3. The situation in South Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4. Specific challenges in implementing the National Reading Strategy . . . . . 8 i) Teacher competency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 ii) Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 iii) Teaching conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 iv) Print environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 v) Language issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 vi) Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 5. South Africa’s National Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . 10 6. Key pillars of the National Reading Strategy: . . . . . . . . . . . . . . . . . . . . . . . 13 . . .

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