Reading & Writing is LITASA’s open-access, peer-reviewed interdisciplinary and inter-professional scholarly journal that explores how literacy is defined, enacted and promoted in a range of institutional, sociocultural and disciplinary contexts, particularly within Africa and other developing countries.

Reading & Writing publishes one issue per year. Individual articles are published as soon as they are ready for publication by adding them to the table of contents of the ‘current’ volume and issue. Special issues may be added on an ad hoc basis to the journal throughout a particular year and will form part of consecutive issues afterwards. The journal is published by AOSIS and is available on numerous lists of accredited journals.

The Editor-in-Chief is Dr Naomi Boakye (University of Pretoria).

Find the journal here


Finding the plot in South African reading education
(Peter Rule and Sandra Land)

  • Teacher trainers should engage critically with educators’ prior experiences and assumptions about teaching reading by raising questions.
  • Develop an understanding of all the elements of the reading process.
  • Give teachers thorough training in effective approaches of how to teach reading.
  • Create opportunities for educators to practice teaching reading in a supportive environment.
  • Use the practical teaching components of teacher training courses to give educators critical support and guidance in effective reading teaching.
  • Create teachers’ reading clubs in schools.
  • Equip educators to create a culture of reading in schools, supported at district level.
  • Explore creative ways of linking learners’ home and school contexts.

Instructional principles used to teach critical comprehension skills to a Grade 4 learner (Suzanne Beck and Janet Condy)

  • The focus of teaching reading comprehension should be expanded to include deliberate instruction of higher order comprehension skills.
  • The teaching of metacognition should be implemented from the start of a learner’s school career.
  • Learners should work with informational texts early on in the Foundation Phase.
  • Learning, teaching and support material should be better developed to support the explicit teaching of many different reading strategies.
  • Initial teacher education programmes should offer training in the teaching of reading strategies, focusing on instructional practices, as a component of their language courses.