Information communication technologies as a support strategy for learners experiencing reading difficulties

Mphahlele, Ramashego Shila; Nel, Norma

doi:10.5785/34-2-807

Cited by 4 publications

(3 citation statements)

References 36 publications

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“…In his international review, McEwan (2015) found that computerassisted learning was associated with the highest impact on general learning outcomes. From our South African Review, Mphahlele and Nel (2018) argued ICTs work well in identifying learners' reading difficulties and reading levels and that they are useful tools in promoting the literacy development of those experiencing difficulties. However, there are numerous challenges involved in this strategy, including equitable access.…”

Section: Pointers For Successful Interventions Teaching Pedagogiesmentioning

confidence: 99%

A review of South African primary school literacy interventions from 2005 to 2020

Meiklejohn¹,

Westaway

Westaway³

et al. 2021

South African Journal of Childhood Education

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Background: Learner performance in literacy in the primary education sector is in a state of crisis in South Africa. Whilst many more learners have physical access to education post-1994, the quality of education remains polarised along socio-economic lines. This article sets out to engage with current literature on literacy interventions implemented in South Africa in order to develop an understanding of the key features of interventions, which affect positive change.Aim: This review provides an overview of the scope and type of primary school-level literacy interventions embarked upon in the last 15 years in South Africa. An analysis of some of the key findings on the impact of these interventions is provided.Method: A systematic review was conducted using the key words ‘literacy intervention’ and ‘reading intervention’. The selection of articles was further refined with a specific focus on primary school interventions in South Africa.Results: The review focuses on specific literacy interventions where ‘intervention’ is defined as active and purposeful engagement to improve decoding, vocabulary, fluency and/or comprehension of primary school learners. This article reviews the documented literacy interventions and draws out some of the key features of successful interventions. It also makes broader reflective comments about what this exercise reveals about the state of literacy interventions in South Africa.Conclusion: Interventions have generally been ad hoc and uncoordinated and have not wrought systemic change. Moving forward in a coordinated manner must be based amongst other things on learning from interventions that have been reviewed here.

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Section: Pointers For Successful Interventions Teaching Pedagogiesmentioning

confidence: 99%

A review of South African primary school literacy interventions from 2005 to 2020

Meiklejohn¹,

Westaway

Westaway³

et al. 2021

South African Journal of Childhood Education

View full text Add to dashboard Cite

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“…Although, Mouter (2012) acknowledges intercoder reliability when manual coders are used instead of utilising text software such as Atlas-ti, we argue that as long as two different researchers coded the same body of content and generated similar codes, the codes are reliable. We also used Cohen's kappa coefficient as emphasised by Mphahlele (2018) to measure intercoder reliability. All the codes in Table 1 show strong intensity because Cohen's kappa coefficient levels of intensity are the following: (0) = no mention -the theme is not expressed in any way;…”

Section: Data Collection and Analysismentioning

confidence: 99%

Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa

Mphahlele

Seeletso

Muleya

et al. 2021

JL4D

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Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.

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“…The acquisition of literacy skills is consequently negatively affected, as English additional language learners typically display reduced speech and language skills as well as inadequate reading and spelling abilities (Geertsema & Le Roux 2014). It can be argued that their proficiency in English has not developed sufficiently to ensure optimal academic performance (Mphahlele & Nel 2018). Professionals working in the field of SLD (DD) should have adequate knowledge about the nature of the condition and its management, as they play an important role in assisting the affected children.…”

Section: Introductionmentioning

confidence: 99%

South African professionals and developmental dyslexia: Knowledge, needs and perspectives

Altin

Geertsema

Roux

et al. 2023

South African Journal of Childhood Education

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Background: Despite extensive research on the specific learning disorder (developmental dyslexia) – SLD (DD), many fallacies still cause confusion amongst professionals worldwide. These myths involve the characteristics, diagnoses and treatment of SLD (DD) and should be eradicated.Aim: The authors aimed to determine the knowledge, needs and perspectives of South African professionals working with children with SLD (DD).Setting: A mixed-methods research design was implemented.Methods: A survey study was carried out and a sample of 108 respondents was obtained. The respondents include speech–language therapists (SLTs), occupational therapists (OTs) and psychologists.Results: Speech–language therapists and psychologists displayed better knowledge about the facts of SLD (DD), compared to OTs. Their knowledge levels were, however, not significantly affected by existing misconceptions surrounding the condition. The fallacy that SLD (DD) is caused by a visual impairment is still believed. An investigation into the professionals’ perspectives regarding the identification of SLD (DD) suggested that South African psychologists were the most confident of their ability to identify characteristics. Nonetheless, all professionals reported not being convinced of their ability to provide a differential diagnosis of the disorder. Statements regarding management highlighted the uncertainties about the importance of addressing phonological awareness skills in treatment. Additional training needs were also identified as SLTs, OTs and psychologists generally feel unprepared to assess and treat SLD (DD).Conclusion: The differences identified amongst professional groups were related to the knowledge of the facts and characteristics of SLD (DD) and the ability to identify and manage the condition. Additional training needs should be addressed.Contribution: The authors would like to acknowledge and thank the NRF for partially funding the publication of this article.

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Information communication technologies as a support strategy for learners experiencing reading difficulties

Cited by 4 publications

References 36 publications

A review of South African primary school literacy interventions from 2005 to 2020

A review of South African primary school literacy interventions from 2005 to 2020

Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa

South African professionals and developmental dyslexia: Knowledge, needs and perspectives

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