Abstract
This paper explores one aspect of early literacy development in a low socio-economic context in South Africa. Assessments conducted with a sample of children from two disadvantaged communities in Cape Town indicated that in this context, almost half of the learners entering Grade One were unable to recognise any letters. A Grade R intervention conducted by volunteers showed that children from this context were able to learn letter-sounds in Grade R through a programme that focused on teaching letter-sounds in the context of building language skills, emergent writing and concepts about print. In order to strengthen the effectiveness of the intervention, the volunteer programme was supplemented by support for the Grade R teacher and teaching assistant. Follow-up assessments of one of the intervention groups at the end of Grade One revealed significant correlations between early Grade One letter knowledge and end of Grade One word reading and spelling skills. The findings of this exploratory study are in line with research that shows the importance of letter-sound knowledge in the earliest stages of learning to read. This raises concerns about the historical lack of emphasis in the Grade R curriculum on this aspect of early literacy development. Although the study has a narrow focus and conclusions cannot be drawn about other aspects of early literacy learning in this context, the results suggest an urgent need for quality Grade R teacher training programmes with a specific focus on emergent literacy.
Highlights
Provincial and national assessments conducted over the past eight years have confirmed that a high percentage of South African children are not acquiring basic literacy skills in their first three years at school (Department of Education, 2003; Western Cape Education Department, 2009)
The study has a narrow focus and conclusions cannot be drawn about other aspects of early literacy learning in this context, the results suggest an urgent need for quality Grade R
It has been found that good teaching can improve a child’s developmental trajectory, what seems to happen more commonly is that schooling reinforces the emerging developmental trends and usually widens the gap between good and poor readers.”. The results of this exploratory study confirm the findings of a small body of research in the South African context, indicating that Grade R children from disadvantaged communities are not beginning school with well-established letter knowledge
Summary
Provincial and national assessments conducted over the past eight years have confirmed that a high percentage of South African children are not acquiring basic literacy skills in their first three years at school (Department of Education, 2003; Western Cape Education Department, 2009). Low literacy levels are not unexpected given that many children ! Reading and writing from disadvantaged communities do not begin school with well established early literacy and language skills (Willenberg, 2004; O’Carroll, 2006; De Witt, Lessing and Lenayi, 2008). This is partly due to the fact that, until recently, many children were not part of a Grade R programme.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
