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.
References
1.
Nel
N
, Mohangi
K
, Krog
S
, Stephens
O
. An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa
. Per Linguam.
2016
;32
(2
):47
–65
. 2.
Nel
M
, Nel
N
. Understanding language in learning. In: Nel
M
, Nel
N
, Hugo
A
, editors. Learner support in a diverse classroom
. Pretoria
: Van Schaik Publisher
; 2016
. pp. 93
–135
.3.
Graven
MH
. Poverty, inequality and mathematics performance: the case of South Africa’s post-apartheid context
. ZDM
; 2013
. 4.
Fleisch
B
. Primary education in crisis: Why South African schoolchildren underachieve in reading and maths
. Cape Town
: Juta
; 2008
.5.
Bloch
C
. Young Children’s literacy learning in multilingual contexts with special reference to South Africa.
In Proceedings of Conference
. 2000
, Language and Development in Southern Africa-Making the right choices.6.
EWN
. http://ewn.co.za/2017/12/05/78-of-grade-4-pupils-in-sa-are-illiterate-study accessed January 20187.
McDonald
D
, Proctor
P
, Gill
W
, Heaven
S
, Marr
J
, Young
J
. Increasing early childhood educators’ use of communication-facilitating and language-modelling strategies: brief speech and language therapy training
. Child Lang Teach Ther
. 2015
;31
(3
):305
–22
. 0265-65908.
Scanlon
DM
, Anderson
KL
, Sweeney
JM
. Early Intervention for Reading Difficulties: The Interactive Strategies Approach
. NY
: Guilford Press
; 2011
.9.
Gibbard
D
, Smith
C
. A trans-agency approach to enabling access to parent-based intervention for language delay in areas of social disadvantage: a service evaluation
. Child Lang Teach Ther
. 2016
;32
(1
):19
–33
. 0265-659010.
Tzuriel
D
, Caspi
R
. Intervention for peer mediation and mother-child interaction: the effect on children’s mediated learning strategies and cognitive modifiability
. Contemp Educ Psychol
. 2017
;49
:302
–23
. 0361-476X11.
Brittnacher
L
. The Role of the Personal and Contextual Factors on Emergent Literacy Skills.
PhD Thesis. The University of Wisconsin- Milwaukee. USA, 2014
12.
Rhyner
PM
. Emergent Literacy and Language Development: Promoting Learning in Early Childhood
. NY
: Guilford Press
; 2009
.13.
Owens
RE
. Language Disorders: A Functional Approach to Assessment and Intervention
. Boston, USA
: Pearson
; 2014
.14.
Dickinson
DK
, McCabe
A
, Anastasopoulos
L
, Peisner-Feinberg
ES
, Poe
MD
. The comprehensive language approach to early literacy: the interrelationships among vocabulary, phonological sensitivity and print-knowledge amongst preschool-aged children
. J Educ Psychol
. 2003
;95
(3
):465
–81
. 0022-059015.
Taylor
LC
, Clayton
JD
, Rowley
SJ
. Academic socialization: understanding parental influences on children’s school-related development in the early years
. Rev Gen Psychol
. 2004
;8
(3
):163
–78
. 1089-268016.
Rowe
ML
, Denmark
N
, Harden
BJ
, Stapleton
LM
. The role of parenting education and parental knowledge in children’s language and literacy skills among White, Black and Latino families
. Infant Child Dev
. 2016
;25
(2
):198
–220
. 1522-722717.
Delaney
A
, Jehoma
S
, Lake
L
: South African Child Gauge: Children and Social Assistance. University of Cape Town, Cape Town developing countries201618.
Southwood
F
, Van Dulm
O
. The challenge of linguistic and cultural diversity: does length of experience affect South African speech-language therapists’ management of children with language impairment?
S Afr J Commun Disord
. 2015
Feb
;62
(1
):E1
–14
.
[PubMed]
0379-804619.
Hilbert
DD
, Eis
SD
. Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten
. Early Child Educ J
. 2014
;42
(2
):105
–13
. 1082-330120.
Davin
RJ
, Orr
JP
. Managing parent partnerships in ECD in C. Meier & P. Marais [2nd Ed]. Education Management in ECD. Van Schaik Publishers, Pretoria 2014
; pp 151-172.21.
Pascoe
M
, Norman
V
. Contextually relevant resources in speech-language therapy and audiology in South Africa—are there any?
S Afr J Commun Disord
. 2011
Oct
;58
(1
):2
–5
.
[PubMed]
0379-804622.
Mdladlo
T
, Flack
P
, Joubert
R
. Are South African Speech-Language Therapists adequately equipped to assess English Additional Language (EAL) speakers who are from an indigenous linguistic and cultural background? A profile and exploration of the current situation
. S Afr J Commun Disord
. 2016
Mar
;63
(1
):
[PubMed]
0379-804623.
Kathard
H
, Moonsamy
S
. Communication professions in transition: becoming responsive to context. In: Moonsamy
S
, Kathard
H
, editors. Speech-language therapy in a school context: Principles and practices
. Hatfield, Pretoria
: Van Schaik Publishers
; 2015
. pp. 3
–13
.24.
ASHA
. Roles and responsibilities.
Statement. Committee on the roles and responsibilities https://www.asha.org/policy/PS2010-00318/25.
Marie
C
. Concepts about print: what have children learnt about the printed Language?
Heinemann: NZ http://readingandwritingproject.com/public/resources/assessments/reading/concepts_about_print/concepts_about_print_directions.pdf. 2000
.26.
ECLAS-II Literacy Development Checklist
. CTB/McGraw-Hill 2003
27.
Kozulin
A
. Dynamic Assessment of adult learners’ logical problem solving: A pilot study with the flags test
. JCEP
. 2015
;14
(2
):219
–30
.28.
Tzuriel
D
. Mediated learning experience and cognitive modifiability
. JCEP
. 2013
;12
(1
):59
–80
.29.
Feuerstein
R
, Feuerstein
RS
, Falik
L
, Rand
Y
. Creating and Enhancing Cognitive Modifiability: The Feuerstein Instrumental Enrichment Program. 2006
; Retrieved from http://www.thinkingconnections.org/theory/MLE.html30.
Moonsamy
S
, Mupawose
A
, Seedat
J
, Mophosho
M
, Pillay
D
: Speech-Language Pathology and Audiology in South Africa: Reflections on Transformation in Professional Training and Practice since the End of Apartheid. Perspectives of the ASHA Special Interest Groups SIG 17, 2017
; Vol. 2(Part 1): 1-13.31.
Moonsamy
S
. Chapter 7: Metacognition: A tool for strategic-thinking teachers when mediating in the classroom. In: Walton
E
, Moonsamy
S
, editors. Making Education Inclusive
. UK
: Cambridge Scholars Publishing
; 2015
. pp. 113
–29
.32.
Cheng
LR
. Struggling to be seen and heard: the underserved and unserved populations
. Folia Phoniatr Logop
. 2014
;66
(4-5
):212
–6
.
[PubMed]
1021-7762© 2019 S. Karger AG, Basel
2019
Copyright / Drug Dosage / Disclaimer
Copyright: All rights reserved. No part of this publication may be translated into other languages, reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, microcopying, or by any information storage and retrieval system, without permission in writing from the publisher.
Drug Dosage: The authors and the publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accord with current recommendations and practice at the time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any changes in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new and/or infrequently employed drug.
Disclaimer: The statements, opinions and data contained in this publication are solely those of the individual authors and contributors and not of the publishers and the editor(s). The appearance of advertisements or/and product references in the publication is not a warranty, endorsement, or approval of the products or services advertised or of their effectiveness, quality or safety. The publisher and the editor(s) disclaim responsibility for any injury to persons or property resulting from any ideas, methods, instructions or products referred to in the content or advertisements.
You do not currently have access to this content.
