Background: The purpose of this paper is to describe the content and process of a literacy and language support model that was implemented with young children from marginalised communities, where no access to speech and language pathologist (SLP) services exists. The importance of language for literacy development is emphasised with explicit strategies for classroom application. Method: The SLP introduced an intervention programme to Early Childhood Development (ECD) kindergarten teachers, as part of a pre- and post-test literacy study. The strategies included oral reading, one-on-one reading and paired-reading. The participants provided informed consent. The intervention was presented to the experimental (Exp) group during the study process and to the comparison group after the study was completed. Results: Post-intervention findings revealed a significant improvement in the Exp group scores on concepts about print. The ECD teachers reported a difference in the children’s awareness of printed materials, confirming that the approaches introduced by the SLP are central in teachers’ instruction. This finding supports the contribution that emergent literacy and language support models would have for children, especially those from marginalised communities, where access to resources are limited. Furthermore, the collaboration between SLP and the ECD staff will strengthen these support structures. Thus, explicit early intervention develops skills for school-readiness and academic success; this forms part of the solution in providing early access to language and literacy programmes in developing countries.

and injustice has influenced its diverse population, who continue to experience marginalisation despite the era of democracy. These underserved communities have little access to services that support their children's language and literacy development. The researchers argue that early intervention supports language and literacy skills of children in early childhood development centres (ECDs), improving literacy acquisition and future scholastic progress. This paper demonstrates that a collaborative approach in ECD interventions influences children's language and literacy skills, and supports their learning. The aim of the study was to establish the levels of emergent literacy and language skills of the children pre-and post-teacher intervention. An exploratory quantitative and qualitative approach was employed with 20 participants from two ECD facilities, 10 from a middle socioeconomic (MSE) group and 10 from a lower socioeconomic (LSE) group. An adapted measure on concepts of print was conducted pre-and postintervention. Oral reading and one-on-one reading strategies were presented to the teacher from the LSE ECD. Data analysis included descriptive and inferential statistics, and content analysis. The findings indicate no difference in vocabulary between LSE and MSE groups, despite the MSE group having better resources at their disposal. Furthermore, there was a significant increase in the LSE group's knowledge on print concepts post-intervention. The teacher observed changes in the teaching methods and in the children's literacy, confirming that low-cost short-term programmes and collaborations do influence ECD teaching and learning. The collaborative role of the speech-language therapist should support both parents and teachers of children in ECD contexts.