Evaluation of a programme to support foundation-phase teachers to facilitate literacy

Abstract

Learners who do not develop adequate listening and language skills during their early years are at risk of academic failure and early drop-out. Future learning problems may be prevented by supporting these children in the foundation phase to overcome their developmental delays. A continued professional development (CPD) programme was developed to support foundation-phase teachers to facilitate literacy. The theoretical basis for the workshop material was the articulation between an auditory processing model, a language processing model, and literacy. The focus of this article is on the qualitative findings obtained from the literacy component of a more comprehensive CPD programme that covered several topics. The research was conducted as action research cycles across two contexts (a semi-rural and an urban-township context) and included 96 participants. This article explores how the teachers implemented the strategies to facilitate literacy in their classrooms and the benefits obtained from it. Data were collected by means of questionnaires, self-reflections and focus groups, as well as a research diary and field notes. The results revealed that the strategies trained were implemented in the classrooms and were valued by the participants. Those who participated in critical reflection felt that they had developed competence and professional growth. Challenges identified included the language used in the support provided, which had an impact on phonological awareness training, and the use of terminology. The importance of collaboration was emphasised. The participants gained in the sense that they learnt how to implement the assessment standards in the curriculum, and learners benefited from the new strategies as they could all participate in the activities. The research confirmed the value of teacher support in the facilitation of literacy, which highlights the role of speech-language therapists working in school contexts.

Mixed-methods research: A tutorial for speech-language therapists and audiologists in South Africa

“…In the second article based on the qualitative component, the author reported on the analyses of English language learners’ journal entries to determine the impact of literacy experiences as bilingual writers (Danzak, 2011b ). Similarly, Wium ( 2010 ) developed a support programme for foundation-phase teachers to facilitate literacy and numeracy skills, which was evaluated using a variety of quantitative and qualitative methods. QUAN data were collected with questionnaires from 96 participants to determine how the programme was implemented in two different contexts, together with portfolio assessments.…”

“…Controversies and challenges may occur in the conceptualisation stage of research (in providing a rationale for the mixing of methods), the operationalisation stage (how the methods will be used) or the synthesis stage where the findings of various methods used are interpreted. Teddlie and Tashakkori ( 2003 ) pointed to the following controversies which have also been experienced by some South African studies: (1) the nomenclature and basic definitions used in MMR remain to be disputed, (2) the use of MMR, (3) paradigms underpinning MMR, (4) issues related to the design of MMR (Schütte, 2016 ), (5) inferences derived from MMR (Wium, 2010 ) and (6) logistics when conducting MMR (Wium & Louw, 2011 ).…”

The piloting of a specific support programme for Grade R teachers on attention deficit hyperactivity disorder: The process of development

“…Research conducted by Sims and Lonigan (2013), as well as by Spangler and Slate (2012), emphasises the fact that training programmes need to address gaps in teachers’ overall knowledge of ADHD and emergent literacy, including awareness, skills, motivation, values, accountability and attitudes (Wium, 2010). The training of teachers will consequently affect learners, helping them to succeed both socially and academically (Murray, 2009; Perold et al, 2010; Procaccini, 2013).…”

“…Although previous studies in the South African context described teachers’ knowledge of ADHD (Perold et al, 2010), none reported on teachers’ ability to identify and manage barriers to learning, such as ADHD and co-morbid conditions. Two local programmes aimed at Foundation Phase teachers only addressed either ADHD (Wessels, 2011) or emergent literacy (Wium, 2010). Several local researchers pointed out that quality support programmes and guidelines should be developed for teachers in the South African context (Amod et al, 2013; Olivier, Anthonissen & Southwood, 2010; Perold et al, 2010; Wium, 2010), as there is a paucity of research on the development of support programmes for preschool teachers in the identification and management of ADHD and co-morbid conditions such as emergent literacy.…”

“…Many preschool teachers have insufficient training to identify and address barriers to learning (Wium, 2010). Disorders such as ADHD may be a challenge to many teachers, and they often do not recognise the link that exists between ADHD and emergent literacy problems (Sims & Lonigan, 2013; Spangler & Slate, 2012).…”