A blueprint for data-based English reading literacy instructional decision-making
Open accessAbstract
Making decisions about English reading instruction is as core a component to teaching as providing the instruction itself. When providing support to learners at risk for poor reading outcomes, for which currently there is a large percentage in South Africa, it is especially important to ensure that the decisions that are made have the highest likelihood of accuracy as possible and they lead to improving those reading outcomes. The learners with the greatest needs require the most accurate and effective decisions. Now more than ever, effective use of reading literacy assessment data to plan and critically review instruction is a fundamental competency for good teaching. The purpose of this article is to provide districts, schools and teachers with a blueprint for data-based English reading literacy instructional decision-making at a system-wide level.
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Effective reading instruction depends on gathering and using reliable data to identify individual student needs and areas of strength.
“Effective reading instruction depends on gathering and using reliable data to identify individual student needs and areas of strength [41].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [41]
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Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
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Self-citation
- Authors
- Nel, C.
- Affiliations
- North-West University (ZA)
- Corresponding author
- Nel, Carisma
- ORCID
- Nel, Carisma
- Venue
- South African Journal of Childhood Education
- Publisher
- AOSIS
- Published
- 2018-06-25
- Volume
- 8
- Issue
- 1
- ISSN
- 2223-7674 (ISSN-L)
- 2223-7682
- OpenAlex
- W2811266673
- Cited by
- 8
- References
- 26
- Citations by year
- 2026: 1 · 2025: 1 · 2023: 1 · 2022: 2 · 2021: 1 · 2020: 1 · 2019: 1
- FWCI
- 1.06
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- South African Journal of Childhood Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- reading instruction, at-risk students, instructional planning, teacher decision-making, South Africa
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