Phonics and Semiotics for Early Intervention

Abstract

Clay's Reading Recovery has been one of the most effective one-to-one tutorial sessions. To make the daily lesson more interesting and fully engage the at-risk readers, the author modified Clay's Reading Recovery Program by conceptualizing phonics and semiotics into early intervention. In this case study, three at-risk first graders formed an authors' circle and constructed a variety of signs such as drawing, role playing, storytelling, invented spelling, and kinesthetic movements to expand their potential for understanding and communicating their transaction with the text. The research results positively reflect that phonics and semiotics-based early intervention foster the at-risk early readers' break through the bottleneck to literacy and ensure them on the right track to educational success.

Factors influencing early childhood development learners’ langauage literacy development: Teachers’ perspective in Zvishavane District

“…Saracho (2020) points out that educators face challenges such as indiscipline and other behavioural problems when classes are overcrowded, thereby compromising the quality of literacy development. Lui (2014) is of the view that teaching many learners result in little or no access to learning resource materials which are dire to the development of reading skills and competences. High learner-teacher ratios in classes result in limited individualised attention which ECD learners need.…”