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ERIC Number: EJ1037254
Record Type: Journal
Publication Date: 2014-Mar
Pages: 26
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0258-2236
Supporting Transition or Playing Catch-Up in Grade 4? Implications for Standards in Education and Training
Pretorius, Elizabeth J.
Perspectives in Education, v32 n1 p47-72 Mar 2014
This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was modified in an attempt to fast-track the learners to literacy levels more appropriate to their grade. This paper outlines the intervention, presents the pre- and post-test results of the English literacy assessments, reflects on the effects of the intervention, and briefly considers some of the reasons for the initial poor literacy performance. Finally, a model for literacy development in high-poverty contexts is proposed to minimise the need to play catch-up in the Intermediate Phase.
Descriptors: Foreign Countries, Intervention, Transitional Programs, English (Second Language), Second Language Instruction, Pretests Posttests, Literacy, Reading Skills, Elementary School Students, Reading Instruction, Language of Instruction, Language Skills, Second Language Learning, Coaching (Performance), Quasiexperimental Design, Reading Comprehension, Decoding (Reading), Syllables, Phonemic Awareness, Word Recognition, Oral Reading, Reading Fluency, Program Effectiveness, Grade 4
Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: South Africa