Reading & Writing is LITASA’s open-access, peer-reviewed interdisciplinary and inter-professional scholarly journal that explores how literacy is defined, enacted and promoted in a range of institutional, sociocultural and disciplinary contexts, particularly within Africa and other developing countries.

Reading & Writing publishes one issue per year. Individual articles are published as soon as they are ready for publication by adding them to the table of contents of the ‘current’ volume and issue. Special issues may be added on an ad hoc basis to the journal throughout a particular year and will form part of consecutive issues afterwards. The journal is published by AOSIS and is available on numerous lists of accredited journals.

The Editor-in-Chief is Dr Naomi Boakye (University of Pretoria).

Find the journal here

Genre Analysis of Social Science Essays

    Genre analysis of essays in the Social Sciences: The case of Botswana students
    (Joel Magogwe and Unity Nkateng)

  • help first year students understand the types of writing they must do
  • genre pedagogy could help students learn to write for each course
  • instruct first year students on academic conventions such as paraphrasing and referencing.
  • content lecturers and academic writing skills units should work together to give students consistent and adequate writing instruction

    Grade 3 learners’ imagined identities as readers revealed through their drawings
    (Sibhekinkosi Nkomo)

  • encourage bilingual reading
  • scaffold reading in both isiXhosa (first language) and English (additional language)
  • introduce exciting activities before, during and after reading to encourage positive attitudes to reading
  • allow learners to choose their reading materials
  • expose children to a variety of reading materials in both languages
  • allow for reading as a social activity
  • teach reading strategies

    The relationship between lecturers’ beliefs and their actual methods of reading instruction: An Ethiopian case study
    (Tesfaye Gidalew and Geesje van den Berg)

  • lecturer’s must be made aware of the discrepancy between what they believe about teaching reading and how they actually teach reading
  • lecturers need to work on implementing their beliefs about teaching reading
  • lecturer’s self-efficacy in teaching reading in English as a Second Language must be improved