An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa

Nel, Norma; Mohangi, Kesh; Krog, Soezin; Stephens, Oluyemi Adetunji

doi:10.5785/32-2-651

Cited by 7 publications

(11 citation statements)

References 10 publications

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“…Children from SDCs are at risk for delay in language and literacy acquisition, which in turn will have a major impact on their future scholastic progress (Nel, Mohangi, Krog & Stephens, 2016). Access to support services is frequently absent; thus, language and literacy skills are compromised (Moonsamy & Carolus, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Emergent Literacy and Language support for ECD children from under-served communities in Gauteng South Africa: a collaborative approach

Moonsamy¹,

Carolus²

2019

PLING

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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.

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Section: Literature Reviewmentioning

confidence: 99%

Emergent Literacy and Language support for ECD children from under-served communities in Gauteng South Africa: a collaborative approach

Moonsamy¹,

Carolus²

2019

PLING

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“…Taylor et al [15] emphasises that parent involvement is fundamental to socializing children for academic success. However, many families, especially those from SDC for numerous reasons [1], may not be accessible for good quality home stimulation. Thus, for children from these families, the closest significant support would be with ECD staff.…”

Section: Role Of Parents In Children’s Language and Literacy Learningmentioning

confidence: 99%

“…Children from these communities are at risk for delay in language development and literacy acquisition, academic development, and learning [1]. Moreover, these communities may not have access to support services to assist in developing these skills.…”

Section: Introductionmentioning

confidence: 99%

“…Speech and language pathologists’ (SLPs) knowledge and skills in language development and disorders can play a major role in supporting the development of preschool aged children’s language, literacy skills, and academic success. A positive improvement in literacy awareness and performance can be achieved when ECD teachers are given explicit education relating to strategies for developing children’s emergent literacy skills [1]. …”

Section: Introductionmentioning

confidence: 99%

“…Consequently, a vicious cycle of poor education, unemployment and poverty continues. This should be a huge concern for all citizens, as language and literacy are foundational for scholastic success [1, 2]. …”

Section: Introductionmentioning

confidence: 99%

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Emergent Literacy Support for Children from Marginalised Populations

Moonsamy

Carolus

2019

Folia Phoniatr Logop

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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.

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English Literature in the Grade R Classroom: Exploring the Implementation of Children’s Literature Curricula in Selected Early Childhood Development Centres

Masunga,

van der Merwe

2022

Scrutiny2

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An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa

Abstract: Pre-school literacy teaching in Early Childhood Education (ECD) inclusive classrooms is crucial in preparing learners

Cited by 7 publications

References 10 publications

Emergent Literacy and Language support for ECD children from under-served communities in Gauteng South Africa: a collaborative approach

Emergent Literacy and Language support for ECD children from under-served communities in Gauteng South Africa: a collaborative approach

Emergent Literacy Support for Children from Marginalised Populations

English Literature in the Grade R Classroom: Exploring the Implementation of Children’s Literature Curricula in Selected Early Childhood Development Centres

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