<p>Literacy is an important part of communication. Phonological awareness, i.e. the ability to recognise the sound units of language and to manipulate them, has been found to be crucial in literacy acquisition.</p><p>In 2005 the development of a communication device, a talking joystick called the PhonicStick, started at The School of Computing at the University of Dundee in Scotland. The main focus with the project was to help children with physical disabilities to create spoken words by blending sounds together on the PhonicStick. It was also hypothesized that the PhonicStick could act as a support to literacy learning with typically developing children.</p><p>The aim of the present study was to investigate if a group of 10 typically developing South African 5-6 year old children could learn how to use the PhonicStick in three sessions and to see if their phonological awareness improved by using it. The training with the PhonicStick took place over a period of three weeks. The participants’ phonological awareness was screened before and after the sessions with two sub-tests of The Phonological Awareness Test (PHAT). In addition, their ability to produce sounds and words with the PhonicStick was tested.</p><p>The results showed that all the participants appeared to be interested in the PhonicStick and that they found it relatively easy to manoeuvre. The participants’ ability to produce sounds and words on the PhonicStick showed a statistically significant improvement from the first session to the third session. The participants’ phonological awareness skills did not appear to improve after three sessions. More time is needed to find out if this training would result in improved phonological awareness skills.</p>

Literacy is an important part of communication. Phonological awareness, i.e. the ability to recognise the sound units of language and to manipulate them, has been found to be crucial in literacy acquisition. In 2005 the development of a communication device, a talking joystick called the PhonicStick, started at The School of Computing at the University of Dundee in Scotland. The main focus with the project was to help children with physical disabilities to create spoken words by blending sounds together on the PhonicStick. It was also hypothesized that the PhonicStick could act as a support to literacy learning with typically developing children. The aim of the present study was to investigate if a group of 10 typically developing South African 5-6 year old children could learn how to use the PhonicStick in three sessions and to see if their phonological awareness improved by using it. The training with the PhonicStick took place over a period of three weeks. The participants’ phonological awareness was screened before and after the sessions with two sub-tests of The Phonological Awareness Test (PHAT). In addition, their ability to produce sounds and words with the PhonicStick was tested. The results showed that all the participants appeared to be interested in the PhonicStick and that they found it relatively easy to manoeuvre. The participants’ ability to produce sounds and words on the PhonicStick showed a statistically significant improvement from the first session to the third session. The participants’ phonological awareness skills did not appear to improve after three sessions. More time is needed to find out if this training would result in improved phonological awareness skills.

At 2 primary schools in Western Jamaica, students at the Grade 1 level lacked basic literacy skills of comprehension, letter recognition, letter sounds, and oral communication. The purpose of this qualitative evaluation study was to investigate teachers' perceptions of the Jolly Phonics program implemented to improve students' literacy in Grades 1-3. Guided by Engestrom's activity theory, the effectiveness of the Jolly Phonics approach was examined based on the sociocultural learning theories of Vygotsky, Dewey, and Piaget. The research questions focused on teachers' perceptions of the program's impact on students' literacy improvement and of the strategies used in the Jolly Phonics program. Data collection involved individual interviews with 8 teachers from 2 selected primary schools with a representation of at least 2 teachers from each grade level. Using open coding and thematic analysis, emerging minor and major themes were identified. Themes included (a) positive impact on curriculum and instructional delivery; (b) focus on all students who lacked basic literacy skills; (c) development of phonetic awareness, writing, comprehension, and listening skills; (d) workshops that are stimulating and informative; (e) support from teachers and administrators; and (g) greater focus placed at the lower grades. Overall, the findings indicated that the Jolly Phonics program had a positive impact on struggling readers in Grades 1-3. Implications for positive social change include providing the local district with research-based findings on teachers' perceptions of the impact of and strategies used in the Jolly Phonics Program. The findings can be used to support programming decisions and professional development to improve literacy skills of early and struggling readers.