Fast-tracking the literacy development in street children: A reading and writing project for street children

Nathanson, Renee

doi:10.5785/25-1-26

Cited by 1 publication

(1 citation statement)

References 12 publications

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“…Fleisch et al (2017b) qualified a blanket advocacy of one-on-one instructional coaching with the note that its effectiveness may be dependent on the personal and professional characteristics of individual coaches. The individualised approach is a common theme across Nathanson's articles (Nathanson 2009, Swart & Nathonson 2011. Her 2014 article stressed that teachers should work with children in small groups so that they can get to know their individual reading needs.…”

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

show abstract

Fast-tracking the literacy development in street children: A reading and writing project for street children

Cited by 1 publication

References 12 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

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