Abstract:
This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by
utilising aspects of Carroll’s model of school learning. The study draws on the preProgress in International Reading Literacy
Study (prePIRLS) 2011 data, which places South African Grade 4 learners’ results substantially below the international centre
point of 500 at 461 (SE = 3.7). Selected items from the prePIRLS 2011 learner, parent and teacher questionnaires were used
in a two-level model to determine the effect of learner aptitude, opportunity to learn and quality of instructional events on
reading literacy achievement. The results point to the statistical significance of engaged reading and cultivating motivation
for reading among learners from an early age, specifically through parental involvement in introducing early literacy activities
as foundation of reading literacy by school-going age. Other results provide evidence for the importance of the value of
reading across the curriculum not confined to formal reading lessons only. The teaching of reading comprehension skills and
strategies is identified as a significant predictor of reading literacy achievement, instruction of which should form an integral
part of teaching reading in the classroom.
