An individualised literacy intervention for low-progress readers and writers in the Foundation Phase

Swart, Marieken; Nathanson, Renee

doi:10.5785/27-2-108

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…Teachers are expected to implement the curricular reforms suggested by policy makers, often in crowded classrooms without adequate resources, leaving them feeling neglected and powerless to create positive learning environments for themselves and their pupils (Schwille & Dembélé, 2007). In general, dominant forms of in-service teacher preparation programmes are characterised by a lack of system support, coherent infrastructure, systematic follow-up and feedback (Darling-Hammond, 2000;Swart, 2010). Mostly, these programmes do not lead to long-term improvement in the quality of teaching.…”

Section: In-service Teacher Education: Embedding Teacher Education In...mentioning

confidence: 99%

A professional development school model for the development of literacy teachers

Nathanson

2014

pling

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Against the backdrop of persistently poor levels of literacy in our country, this article presents work done by university faculty, pre-service and in-service teachers to establish a professional development school (PDS) aimed at helping literacy educators meet the demands of teaching children in overcrowded, high-need schools. The purpose of this article is twofold: First, to describe two innovative features of the PDS model, namely tapping into preservice teacher talents and using learning stations to individualise literacy instruction and, second, to demonstrate that the model leads to responsive teaching which contributes to raising students' reading levels. The article concludes by promoting the effectiveness of the PDS movement in educating teachers and contributing to student achievement.

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Section: In-service Teacher Education: Embedding Teacher Education In...mentioning

confidence: 99%

A professional development school model for the development of literacy teachers

Nathanson

2014

pling

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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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Research partnership between South Africa and China: Emergent literacy teaching and learning in early childhood education in South Africa

Nel

Krog

Mohangi

et al. 2016

PLING

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An individualised literacy intervention for low-progress readers and writers in the Foundation Phase

Cited by 3 publications

References 15 publications

A professional development school model for the development of literacy teachers

A professional development school model for the development of literacy teachers

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

Research partnership between South Africa and China: Emergent literacy teaching and learning in early childhood education in South Africa

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