This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by \nutilising aspects of Carroll’s model of school learning. The study draws on the preProgress in International Reading Literacy \nStudy (prePIRLS) 2011 data, which places South African Grade 4 learners’ results substantially below the international centre \npoint of 500 at 461 (SE = 3.7). Selected items from the prePIRLS 2011 learner, parent and teacher questionnaires were used \nin a two-level model to determine the effect of learner aptitude, opportunity to learn and quality of instructional events on \nreading literacy achievement. The results point to the statistical significance of engaged reading and cultivating motivation \nfor reading among learners from an early age, specifically through parental involvement in introducing early literacy activities \nas foundation of reading literacy by school-going age. Other results provide evidence for the importance of the value of \nreading across the curriculum not confined to formal reading lessons only. The teaching of reading comprehension skills and \nstrategies is identified as a significant predictor of reading literacy achievement, instruction of which should form an integral \npart of teaching reading in the classroom.
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