The 4Ts represent our key focus areas for the development of binding regulations that will ensure all learners receive equitable access to the core elements necessary for effective reading instruction.
We need the 4Ts
What are the 4Ts?
The TIME that must be spent teaching literacy
The specialised TRAINING that all foundation phase teachers must undergo
The minimum amount and quality of TEXTS and learner and teacher support material that must be provided to teachers and learners
Regular TESTING of learners’ literacy abilities to gauge their ability to read for meaning
Why do we need the 4Ts?
We need binding regulations to clarify the state’s minimum obligations in terms of the 4Ts, including expected inputs, timelines for delivery, and a dedicated budget.
The best elements of the state’s numerous guidelines, plans, interventions and drives that have been published and publicised over the past 20 years should be reduced to clear, binding regulations that can be followed and enforced if we want to hold the state accountable and move towards dramatically increasing the number of children that can read for meaning by the age of ten. The National Reading Plan and many of the provincial education departments’ reading plans are excellent documents which address the 4Ts. But they are not well communicated, they are not financially supported, and they are not implemented. This campaign aims to ensure that learners in grades R to 3 receive the appropriate level of support from the state to improve reading outcomes.
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