<p>Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash / &nbsp / ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as&nbsp / the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and&nbsp / there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo / writing skills. The research also&nbsp / analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners&nbsp / to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic&nbsp / arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal&nbsp / Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to&nbsp / onstruct and convey meaning.&nbsp / The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)&nbsp / &nbsp / &nbsp / available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent&nbsp / their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing&nbsp / learners&rsquo / writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and&nbsp / factors which build on learners&rsquo / prior experiences and creativity.</p>

<p>Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash / &nbsp / ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as&nbsp / the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and&nbsp / there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo / writing skills. The research also&nbsp / analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners&nbsp / to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic&nbsp / arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal&nbsp / Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to&nbsp / onstruct and convey meaning.&nbsp / The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)&nbsp / &nbsp / &nbsp / available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent&nbsp / their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing&nbsp / learners&rsquo / writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and&nbsp / factors which build on learners&rsquo / prior experiences and creativity.</p>

Magister Educationis - MEd / Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 – ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners’ writing skills. The research also analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to onstruct and convey meaning. The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s) available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing learners’ writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and factors which build on learners’ prior experiences and creativity. / South Africa

Thesis (MAud (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy)--Stellenbosch University, 2008. / Over the past decade an increasing number of learners with cochlear implants have been placed in mainstream settings in South Africa (Müller & Wagenfeld, 2003). The aim of the present study was to describe possible factors that influence the initial grade 1 school placement as well as subsequent changes in placement of learners with cochlear implants. Data collection consisted of a retrospective record review of the children implanted at the Tygerberg Hospital-University of Stellenbosch Cochlear Implant Unit and a questionnaire aimed at assessing parental perceptions regarding the basis of grade 1 school placement for their children. The record review incorporated children implanted in 1988, the year of inception of the unit and included the most recently implanted children who have already started grade 1. Results of the 47 participants indicated that multiple factors influenced the selection of grade 1 school placement. Recommendations by professionals and parental preference were the most important determinants in the selection process. The mainstreamed learners were implanted at a much younger age than the learners placed in special school settings and therefore had a longer duration of implant use at the start of grade 1. Subsequent to grade 1 placement, the number of learners in mainstream placement, increased from 55% to 70%. The aspects identified in the study could be utilised when counselling parents during the school placement decision making process. Long term monitoring of the academic achievement of these learners needs to be an aim of future research.

The modern computerised era in which we live means that all areas of society are subjected to information technology. Children are increasingly exposed to and have access to computers, which necessarily have an influence on their education and development. Seeing that children are the most receptive group when it comes to exposure to new technology, this may have enriching effects on computer literacy, which is often considered part of general literacy. With regards to literacy, reading is one of the skills which pose a high challenge. It is also a key skill that opens the world of information, as most information is received through reading. Any reading stimulation via electronic or printed media that encourages learners to read is considered to improve reading ability, reading speed, reading comprehension and phonetic awareness. The aim of this study was to determine whether there was a correlation between early computer exposure and experience (both computer access and use) and reading ability of grade 1 learners. In this study a one shot cross-sectional survey design was used. Schools with grade 1 learners in the Umvoti district of Kwa Zulu Natal were selected to participate in the study - stratified sampling was used. The grade 1 classes were selected on the basis of random sampling. The selected classes (N=4; 85 learners) participated 'intact' in the study. The data was analysed using descriptive as well as inferential statistics (e.g. MANCOVA). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

The modern computerised era in which we live means that all areas of society are subjected to information technology. Children are increasingly exposed to and have access to computers, which necessarily have an influence on their education and development. Seeing that children are the most receptive group when it comes to exposure to new technology, this may have enriching effects on computer literacy, which is often considered part of general literacy. With regards to literacy, reading is one of the skills which pose a high challenge. It is also a key skill that opens the world of information, as most information is received through reading. Any reading stimulation via electronic or printed media that encourages learners to read is considered to improve reading ability, reading speed, reading comprehension and phonetic awareness. The aim of this study was to determine whether there was a correlation between early computer exposure and experience (both computer access and use) and reading ability of grade 1 learners. In this study a one shot cross-sectional survey design was used. Schools with grade 1 learners in the Umvoti district of Kwa Zulu Natal were selected to participate in the study - stratified sampling was used. The grade 1 classes were selected on the basis of random sampling. The selected classes (N=4; 85 learners) participated 'intact' in the study. The data was analysed using descriptive as well as inferential statistics (e.g. MANCOVA). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

This study was initiated when the researcher became aware of the problem that learners from low socio-economic environments tend to experience barriers to learning in numeracy and literacy. These barriers were identified in a class of Grade 1 learners through extensive literature study, after which the development, teaching and learning of numeracy and literacy in grade 1 were investigated. The researcher then developed intervention programmes for literacy and numeracy, each running for a period of six weeks, in order to overcome learners’ difficulties in these learning areas. Each programme was subdivided into three shorter programmes of two weeks each, which addressed different aspects of literacy and numeracy. Each sub-programme was supplemented by a schedule of daily activities in order to reinforce learning. Learners’ competence in literacy and numeracy was assessed before starting the programme and re-assessed at the end, using the same tests they had done at the beginning. Learners’ marks in both sets of tests were compared, which demonstrated their progress or non-progress after having participated in the intervention programmes. / Educational Studies / M. Ed. (Sielkundige Opvoedkunde)

Abstract in Afrikaans and English / This study was initiated when the researcher became aware of the problem that learners from low socio-economic environments tend to experience barriers to learning in numeracy and literacy. These barriers were identified in a class of Grade 1 learners through extensive literature study, after which the development, teaching and learning of numeracy and literacy in grade 1 were investigated. The researcher then developed intervention programmes for literacy and numeracy, each running for a period of six weeks, in order to overcome learners’ difficulties in these learning areas. Each programme was subdivided into three shorter programmes of two weeks each, which addressed different aspects of literacy and numeracy. Each sub-programme was supplemented by a schedule of daily activities in order to reinforce learning. Learners’ competence in literacy and numeracy was assessed before starting the programme and re-assessed at the end, using the same tests they had done at the beginning. Learners’ marks in both sets of tests were compared, which demonstrated their progress or non-progress after having participated in the intervention programmes. / Inleidend tot die studie word ‘n uiteensetting gegee van hoe die navorser bewus geword het van die navorsingsprobleem, wat as volg gestel word: Die navorser is bewus daarvan dat leerders uit ‘n lae sosio-ekonomiese milieu gewoonlik struikelblokke in leeraktiwiteite in gesyferdheid en geletterdheid ervaar. Deur literatuurstudie is die struikelblokke wat graad 1-leerders in geletterdheid en gesyferdheid ondervind, geïdentifiseer. Vervolgens is die ontwikkeling, onderrig en leer van geletterdheid en gesyferdheid volledig uiteengesit en intervensieprogramme in geletterdheid en gesyferdheid saamgestel om leerders se struikelblokke tydens leeraktiwiteite te bowe te kom. Drie intervensieprogramme in geletterdheid en drie in gesyferdheid is saamgestel, wat elk vir twee weke gevolg is. Volledige skedules van daaglikse aktiwiteite wat by elke program uitgevoer is, is ook ingesluit. Leerders se bedrewenheid in geletterdheid en gesyferdheid is geassesseer voor daar met die programme begin is. Na afloop van die intervensieprogramme het leerders weer dieselfde toetse afgelê waardeur hulle vordering of nie-vordering bepaal kon word. Verskeie tabelle is saamgestel wat leerders se vordering aantoon. / Educational Studies / M. Ed. (Sielkundige Opvoedkunde)