Emergent Literacy Support for Children from Marginalised Populations

Abstract

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.

Promoting emergent literacy in under-served preschools using environmental print

“…The intervention group children experienced an intervention where their teacher used more explicit instruction on skills relating to concepts about how print works and phonological awareness skills as opposed to the comparison group children within this particular time frame (see Table 4 ). Moonsamy and Carolus ( 2019 ) found, similarly, an increase in CAP scores at post-testing following a literacy intervention programme with South African ECD or preschool teachers. In this particular study, the researcher collaborated with teachers to promote explicit instruction on print concepts through varied reading strategies.…”

“…In this particular study, the researcher collaborated with teachers to promote explicit instruction on print concepts through varied reading strategies. Hence, Moonsamy and Carolus ( 2019 ) further promoted not only the need for explicit instruction but also the benefits of SLTs and teacher collaboration. Moonsamy and Carolus ( 2019 ) used storybooks as the resource for explicit instruction whilst Neumann et al ( 2013 ) and Vera ( 2007 ) found that CAP scores amongst their participants also increased at post-testing following environmental print interventions, specifically.…”

“…In the context of preschool, this means access to developing essential language and emergent literacy skills, as prerequisites for later scholastic success. SLTs have the potential to contribute to this particular aspect of South African schooling, via teacher collaborations and mentoring (Moonsamy & Carolus, 2019 ).…”

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

“…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). Consequently, a vicious cycle of poor education, unemployment and poverty continues (Nel et al, 2016).…”

“…Tasks are thus expected to be adapted to suit the South African population, and responses need to be interpreted with caution to avoid incorrect diagnoses. Thus, studies such as Tayob and Moonsamy (2018) and Moonsamy and Carolus (2019) are necessary, so that new avenues for assessment and intervention material can be explored. SLTs as agents of change have to be creative when working with children from SDCs and will not always be able to do individual interventions.…”