Abstract:
The learning experiences of most African learners in South Africa could be considerably enhanced by means of cognitive education, including a timeous focus on the development of their reading skills and strategies to access factual text in English independently. The development of the Wordwise Reading Programme was co-ordinated by the Human Sciences Research Council and based on their research into the current problematic dynamics of English reading education in the intermediate phase. The article looks briefly at the interaction between the cognitive demands of acquiring academic reading proficiency in English and problems facing learners and teachers in the historically African primary school in South Africa. Criteria are formulated for a reading programme to support the development of independent and academic reading strategies in a second language. The model of the Wordwise programme is described. An evaluation of its use by African learners in Grade Four is reported and discussed.
