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RESOURCES

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2025 Reading Panel Background Report (25 February 2025)

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 Piloting the use of grade 1 and 3 assessments to improve early-grade reading outcomes - ECDoE

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 The Free State’s Use of Early Grade Reading Assessment (EGRA) and Standardised Assessments to Improve Reading - FSDoE

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 Oral Reading Fluency Assessment in Grade 3 Learners Across Gauteng Public Primary Schools - GDE

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 Asking the right questions about the initial training of Foundation Phase teachers -  Martin Gustafsson (Stellenbosch University)

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 Reflection on the role and significance of in-house capacity to improve literacy - Godwin Khosa (NECT)

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 What does the South African Systemic Evaluation tell us about learner reading proficiencies? -  Nwabisa Makaluza (Stellenbosch University)

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 NPC Advisory: Basic Education Priorities for the MTDP, 2024-29 -

Mary Metcalfe (National Planning Commission)​​

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 Western Cape Education Department (WCED) Systemic Testing Programme - WCED

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2030 Reading Panel Background Report- August 2024

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2030 Reading Panel Background Report 2024

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Harnessing community resources to enhance learning

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COVID-19 and increased inequality in Grade 4 reading outcomes in South Africa

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Scaling up the Early Grade Reading Programme

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Zazi iZandi: Leveraging the public employment stimulus to lay literacy foundations in Grade R and 1

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The National Reading Barometer: A Catalyst for Coordinated Action in Addressing the Reading Crisis in South Africa

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Education and the 2023 Budget

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Implementation of the ECDOE Reading Strategy

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Reflections on early grade repetition in South Africa

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(2) Andre Gaum - Learning to Read is a Basic Human Right & Enshrined in the Constitution

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(3) Ursula Hoadley - Reading Instruction in Early Grade Classrooms

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(4) Godwin Khosa & Dhianaraj Chetty - Early Grade Reading

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(5) Janeli Kotze, Gabrielle Willis, Cally Ardington, Stephen Taylor, Nompumelelo Mohohlwane and Carol-Nuga Deliwe - Learning Losses due to the COVID-Pandemic

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(6) Noncedo Madubedube, Elizabeth Biney & Jane Borman - Connecting the dots: The Relationship between School Infrastructure and Learning

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(7) Mary Metcalfe - What PILO has learned about implementing systemic improvement in reading

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(8) Nangamso Mtsatse - Collectively moving towards the same goal

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(9) Johan Muller - Changing Demographics and Teacher Quality

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(10) Prof Vuyokazi Nomlomo - What are we doing right and what needs to change

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(11) Prof Lilli Pretorius - Factors shown by research to support and enhance reading comprehension

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(12) Nick Taylor - What knowledge and skills do teachers need to teach reading

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(13) Servaas van der Berg - Measuring what matters

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(1-13) Combined Advisory Notes PDF

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