The main focus of this research is to delve deeper into the phenomenon of the intermediate phase learners’ poor reading literacy achievement, a cause of concern for the National Department of Basic Education.
PIRLS, an international comparative research study conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), provides trend data on learner reading achievement and associated factors affecting reading literacy acquisition and development.
The CEA is interested in exploring the qualitative elements behind the quantitative data of PIRLS 2011. Schools, who participated in the 2011 study, were sampled for the case studies. Classroom observations and teacher interviews were conducted in an attempt to investigate reading literacy development at school level.
Dr Phatlane, a research associate at the CEA obtained her PhD in Education Law and Policy Studies from the University of Pretoria in 2007. She is also a visiting lecturer in the Department of Education Management, Law and Policy Studies at the University of Pretoria where she teaches Research Methodology to Honours and Master’s students and Globalisation Markets, and Education to third year undergraduate students.