A review of South African primary school literacy interventions from 2005 to 2020

This article sets out to engage with current literature on literacy interventions implemented in South Africa in order to develop an understanding of the key features of interventions, which affect positive change. The review provides an overview of the scope and type of primary school-level literacy interventions embarked upon in the last 15 years in South Africa. An analysis of some of the key findings on the impact of these interventions is provided. The review focuses on specific literacy interventions where ‘intervention’ is defined as active and purposeful engagement to improve decoding, vocabulary, fluency and/or comprehension of primary school learners. This article reviews the documented literacy interventions and draws out some of the key features of successful interventions. It also makes broader reflective comments about what this exercise reveals about the state of literacy interventions in South Africa. Interventions have generally been ad hoc and uncoordinated and have not wrought systemic change. Moving forward in a coordinated manner must be based amongst other things on learning from interventions that have been reviewed here.