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Top 100 articles by number of accesses

article	html	pdf	abstract	total
Assessment literacy of foundation phase teachers: An exploratory study	3230	201	2	3433
What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?	1624	474	3	2101
The school readiness performance of a group of Grade R learners in primary schools in the Gauteng Province of South Africa	1250	375	18	1643
Barriers and bridges between mother tongue and English as a second language in young children	1226	76	16	1318
Early algebra: Repeating pattern and structural thinking at foundation phase	1250	44	3	1297
An error analysis in the early grades mathematics - A learning opportunity?	645	395	6	1046
Foundation phase teachers' (limited) knowledge of geometry	729	303	2	1034
Now and then: Revisiting early childhood teachers' reactions to curriculum change	859	84	3	946
Using structured movement educational activities to teach mathematics and language concepts to preschoolers	895	16	2	913
Continuous assessment and matriculation examination marks - an empirical examination	864	17	4	885
Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms	723	94	6	823
Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry	57	664	1	722
Counting the cost: COVID-19 school closures in South Africa and its impact on children	503	133	56	692
Teaching science in the foundation phase: Where are the gaps and how are they accounted for?	638	40	0	678
A science-technology-society approach to teacher education for the foundation phase: Students' empiricist views	623	23	0	646
The role of working memory in childhood education: Five questions and answers	505	138	0	643
Science and mathematics teaching through local games in preschools of Botswana	162	464	4	630
The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools	295	302	7	604
Play in Grade R classrooms: Diverse teacher perceptions and practices	550	49	3	602
Ethical considerations in educational research involving children: Implications for educational researchers in South Africa	358	202	3	563
Problematising child-headed households: The need for children's participation in early childhood interventions	516	42	2	560
Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: The 'Calculia' programme	455	20	3	478
"We are workshopped": Problematising foundation phase teachers' identity constructions	441	18	1	460
Development of mathematical concepts as basis for an elaborated mathematical understanding	280	164	3	447
Inclusive education and insufficient school readiness in Grade 1: Policy versus practice	375	65	2	442
Strategies for the implementation of mathematics in Grade R: Teachers' beliefs and practices	355	70	3	428
Long-term effects of childhood speech and language disorders: A scoping review	375	34	6	415
Strengthening comprehensive sexuality education in the curriculum for the early grades	364	43	7	414
Teachers' discourses of literacy as social practice in advantaged and disadvantaged early childhood contexts	386	8	3	397
Approaches to teaching primary level mathematics	209	180	1	390
Early childhood development teachers' perceptions on the use of technology in teaching young children	272	64	7	343
An overview of key data sets in education in South Africa	297	31	3	331
Development of numerical concepts	294	23	4	321
Teacher characteristics and student performance: An analysis using hierarchical linear modelling	233	86	2	321
Work and play in early childhood education: Views from Nigeria and South Africa	247	41	26	314
What the Annual National Assessments can tell us about learning deficits over the education system and the school career	257	29	2	288
Mediating learning number bonds through a Vygotskian lens of scientific concepts	159	117	3	279
Foundation phase teachers' use of manipulatives to teach number concepts: A critical analysis	220	49	3	272
Weak central coherence is a syndrome of autism spectrum disorder during teacher-learner task instructions	235	25	7	267
A comparison of the early reading strategies of isiXhosa and Setswana first language learners	243	16	4	263
Contradictions within an activity of second language reading literacy	237	13	0	250
Pre-service primary Mathematics teachers' understanding of fractions: An action-process-object-schema perspective	221	16	4	241
Sources of inequality in South African early child development services	217	21	2	240
Children as stakeholders in education: Does their voice matter?	208	27	2	237
Teachers' experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers	179	48	8	235
The inclusiveness of mixed ability grouping in Johannesburg primary schools	190	30	10	230
Foundation phase teachers' interpretation of the life skills programme with regard to the teaching of natural science	202	20	2	224
Early childhood exposure to media violence: What parents and policymakers ought to know	136	82	4	222
Overcrowded classrooms - The Achilles heel of South African education?	52	140	10	202
African indigenous care-giving practices: Stimulating early childhood development and education in Kenya	129	66	5	200
The everyday experiences of early childhood caregivers: Challenges in an under-resourced community	179	16	2	197
Storytelling: An alternative home delivery of English vocabulary for preschoolers during COVID-19's lockdown in southern Thailand	157	17	17	191
Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)	110	72	2	184
A comparison of the effects of text-based instruction versus standards-based instruction in the early years	169	11	3	183
Problematising the concept epistemological access with regard to foundation phase education towards quality schooling	66	113	1	180
Becoming a (male) foundation phase teacher: A need in South African schools?	156	18	2	176
'They are visually impaired, not blind … teach them!': Grade R in-service teachers' knowledge of teaching pre-reading skills to visually impaired learners	168	7	1	176
Can pre-grade R be the stepping stone to social equality in South Africa	157	12	4	173
A snapshot of early childhood care and education in South Africa: Institutional offerings, challenges and recommendations	148	18	6	172
A foundation for foundation phase teacher education: Making wise educational judgements	159	11	0	170
Critical reflections on the PGCE (Foundation Phase) qualification in South Africa	155	12	3	170
Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching	156	12	0	168
Examining oral reading fluency among rural Grade 5 English Second Language (ESL) learners in South Africa: An analysis of NEEDU 2013	140	23	5	168
Writing and mathematical problem solving in Grade 3	142	18	2	162
Teachers' engagement with learners in inclusive foundation phase classrooms	128	28	6	162
Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments	142	14	4	160
A review of South African primary school literacy interventions from 2005 to 2020	48	106	5	159
Improving some cognitive functions, specifically executive functions in grade R learners	150	8	0	158
Foundation phase pre-service teachers' experiences of teaching life skills during teaching practice	135	13	10	158
Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks	147	7	3	157
Teachers' beliefs about child participation in Grade R	153	2	2	157
The reading literacy profiles of first-year BEd foundation phase students	146	7	3	156
Expanding vocabulary and sight word growth through guided play in a pre-primary classroom	125	25	6	156
A learning pathway for whole numbers that informs mathematics teaching in the early years	137	13	4	154
Making sense of experience in preschool: Children's encounters with numeracy and literacy through inquiry	141	9	3	153
Teachers' experiences of using the screening, identification, assessment and support strategy to support learners who present with characteristics of dyslexia	85	58	4	147
The use of workbooks in South African grade 3 mathematics classrooms	127	11	4	142
Exploring the complexities of describing foundation phase teachers' professional knowledge base	118	16	0	134
Quality in South African early learning centres: Mothers' and teachers' views and understanding	115	16	3	134
Teachers' perceptions on the design and use of an outdoor learning environment for sensory and motor stimulation	103	28	3	134
Parental involvement and learners' performance in rural basic schools of Zambia	94	33	7	134
Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana	86	27	20	133
Counting skills intervention for low-performing first graders	122	7	2	131
Digital play for language development in the early grades	101	19	10	130
Perspectives of teachers on causes of children's maladaptive behaviour in the upper primary school level: A case of Hhohho Region, Eswatini	100	20	7	127
Teachers' perceptions of the quality of the new Expressive Arts textbooks for Malawi primary schools	91	32	3	126
South African teachers' use of national assessment data	95	29	0	124
Phonological awareness and reading in Northern Sotho - Understanding the contribution of phonemes and syllables in Grade 3 reading attainment	106	15	1	122
An analysis of the results of literacy assessments conducted in South African primary schools	92	21	6	119
Effect of visual feedback on classroom noise levels	96	16	3	115
The dream of Sisyphus: Mathematics education in South Africa	90	13	12	115
Strengthening maths learning dispositions through 'math clubs'	103	8	3	114
A blueprint for data-based English reading literacy instructional decision-making	95	13	4	112
Absent fathers' socio-economic status and perceptions of fatherhood as related to developmental challenges faced by children in South Africa	77	33	2	112
Teaching reading in a multi-grade class: Teachers' adaptive skills and teacher agency in teaching across grade R and grade 1	85	23	3	111
Evaluation of maths training programme for children with learning difficulties	92	11	6	109
Arts across the curriculum as a pedagogic ally for primary school teachers	76	31	2	109
Enriching the teaching of fractions through integrating mathematics and music	88	8	13	109
'Minding the gap?' A national foundation phase teacher supply and demand analysis: 2012-2020	90	16	2	108
Informing principal policy reforms in South Africa through data-based evidence	96	8	4	108

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