Reflecting on South Africa's Grade 4 English workbook: Applying a gradual release of responsibility model

Lucy Sibanda
Sol Plaatje University, South Africa

Literacy workbooks, a key educational resource in South Africa, often lack a research-based instructional design, potentially undermining their effectiveness in scaffolding learning. This study evaluated the Grade 4 English First Additional Language workbook using a content analysis framed by the gradual release of responsibility (GRR) model. Activities were analysed to determine the presence and sequence of the four GRR stages: modelling, guided practice, collaborative learning, and independent practice. The analysis revealed a significant misalignment with the GRR framework. Findings showed a substantial over-emphasis on independent tasks and a severe under-representation of the critical scaffolding stages, particularly modelling and guided practice. Furthermore, the sequence of activities was often illogical, with higher-order tasks appearing before foundational ones. The workbook, in its current form, provides inadequate scaffolding for learners. The study concludes that developers must intentionally align workbook design with the GRR model's principles to ensure a balanced progression of support. This alignment is crucial for fostering cognitive and metacognitive development, guiding learners toward autonomy, and ultimately improving literacy outcomes.
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Author: Dr Lucy Sibanda is a lecturer in the Department of Human Sciences Teaching, Faculty of Education, at Sol Plaatje University, Kimberley, South Africa. She holds a Masters and PhD in education from Rhodes University, South Africa. Her PhD research was on the linguistic challenges of Grade 4 Mathematics Annual National Assessments. Her research interests are in the language and readability of textbooks used by the second language learners of English. ORCID: https://orcid.org/0000-0001-6396-3910 Email: lucy.sibanda@spu.ac.za Please cite as: Sibanda, L. (2026). Reflecting on South Africa's Grade 4 English workbook: Applying a gradual release of responsibility model. Issues in Educational Research, 36(2), 767-784. http://www.iier.org.au/iier36/sibanda.pdf