Tracey Millin|Mark Millin
Scaffolding academic literacy using the Reading to Learn intervention: An evaluative study of a tertiary education context in South Africa
Stellenbosch University|Stellenbosch University
article reports use reading learn rtl intervention university kwazulunatal ukzn accelerate development academic literacy skills illprepared students transitioning school university paper makes original contribution literature academic literacy development three ways firstly study predates another published paper topic secondly first study rtl tertiary education context south africa thirdly applies novel statistical method data analysis purposes rtl pedagogy draws theoretical assumptions vygotsky halliday bernstein assists development literacy reading writing skills necessary succeed university context education poor literacy levels amongst primary secondary tertiary students south africa briefly outlined followed brief overview rtl paper continues adopting smallscale quantitative approach testing efficacy rtl addition various descriptive statistics analysis literacy scores scores generated throughout academic writing module ukzn undertaken using nonparametric testing procedure noteworthy finding study concerns weakest cohort students students made greatest improvements throughout rtl intervention hence rtl may useful mechanism democratise literacy classrooms narrowing abilities gap students weaker stronger literacy skills south africa