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Summaries in Afrikaans and English / Ontluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking. Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe benadering m hierdie proefskrif aangedui. Hulpverlening met geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf, word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van 'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die begryping en belewing van die werklikheid wat die mens omring. / Emergent literacy is probably the most important theme addressed in this thesis. The purpose is to create age related opportunities for the pre-school child to experience exposure and participation in listening-, vocal-, reading- and writing abilities on an informal basis which serves as a point of departure. Early awareness of literacy abilities as a component of cognitive development of the pre-school child has proved to be essential - not only in respect of school readiness, but also with regard to ultimate selfactualisation. The aim therefore goes beyond the mere training of the pre-school child to an adequate level of competence to be well prepared for formal schooling. Contrary to the well established policy in South Africa which determined that pre-school education should be limited to the exclusive teaching of perceptual abilities, an alternative approach has been considered in this thesis. Assistance with a view to literacy development probably encompasses a more inclusive scenario in order to address the requirements of the emotional, cognitive and social developing pre-school child. Exposure to a new world of knowledge through which norms, attitudes and abilities are acquired, has a direct influence on the quality of his total life. Outcomes based education provides an excellent opportunity to acquire already at pre-school level, literacy skills on an informal basis. The myth that only primary schools have been allotted the privilege to teach learners to read and write, is being critically questioned in this study. The change in emphasis is already evident in the recently announced education policy, namely that the daily learning programme Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously important processes affecting the development of a phonological, semantic and syntactic cognition are discussed. The acquisition of literacy skills appears not only to be important to the development of life skills - it accomplishes access to and the comprehension of as well as the perception of the reality surrounding man. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Thesis (DPhil (General Linguistics))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Addressing the low literacy rates in South Africa poses a mountainous challenge. However, identifying children at risk for reading difficulties and providing timely and preventative intervention might be a good starting point to addressing this challenge. This study aimed at making a contribution to the existing body of literature on emergent literacy skills of learners who are educated in a second or additional language. The study investigated English Language Learners’ (ELLs) emergent literacy skills prior to entering Grade 1 and evaluated the effectiveness of an evidence-based stimulation program in the South African context. The main research question this study attempted to answer was: “What is the effect of a stimulation program for emergent literacy skills in Grade R on the development of literacy of English Language Learners in Grade 1?” In a quasiexperimental design, ELLs’ emergent literacy skills were assessed with an adapted version of the Emergent Literacy Assessment battery (Willenberg 2004) and were compared to those of English first language (L1) and of ELL control groups, both prior to and after an 8-week purpose-designed stimulation program. Results indicated that while learners showed significant improvement on six out of the eight subtests, the particular intervention program did not significantly improve ELLs’ emergent literacy skills (those pertaining to alphabet knowledge, phoneme awareness, print awareness and oral language skills, amongst others) when compared to learners in the respective control groups. When controlling for receptive language abilities, English L1 learners did not perform any better than their L2 peers on any of the eight measures of emergent literacy prior to intervention. Furthermore, upon entering Grade 1, there was no statistical significant difference in the performance of the English L1 learners and ELLs on any of the eight subtests after intervention. Possible independent variables contributing to the dearth of intervention effect included socio-economic status, learners’ L1, and teacher and classroom specific characteristics. These variables were addressed, and clinical implications for speech-language therapists with regards to assessment, intervention, service delivery and outcome measures were highlighted. / AFRIKAANS OPSOMMING: Die aanspreek van Suid-Afrika se geletterdheidsvraagstuk is ‘n reuse uitdaging. Die vroeë identifisering van kinders met ‘n hoë risiko vir leesprobleme en die verskaffing van tydige en voorkomende intervensie mag egter ‘n goeie beginpunt wees in die aanspreek van hierdie uitdaging. Hierdie studie het gepoog om ‘n bydrae te lewer tot die bestaande literatuur oor ontluikende geletterdheidsvaardighede van kinders wat in ‘n tweede of addisionele taal onderrig word. Die studie het die ontluikende geletterheidsvaardighede ondersoek van Graad R-leerders wat in Engels onderrig word, maar vir wie Engels nie hul eerste taal is nie, asook die effektiwiteit van ‘n navorsingsgebaseerde stimulasieprogram binne die Suid-Afrikaanse konteks. Die hoof navorsingsvraag van die studie was: “Wat is die effek van ‘n stimulasieprogram vir ontluikende geletterheidsvaardighede in Graad R op die ontwikkeling van geletterdheid van Engels tweede taal (T2)-leerders in Graad 1?” In ‘n kwasieksperimentele ontwerp is Engels T2-leerders se ontluikende geletterheidsvaardighede met ‘n aangepaste weergawe van die Emergent Literacy Assessment Battery (Willenberg 2004) geëvalueer, en voor en na ‘n 8-week doelgerigte stimulasieprogram vergelyk met die vaardighede van kontrolegroepe wat bestaan het uit Engels eerste taal (T1)-leerders en Engels T2-leerders onderskeidelik. Alhoewel leerders ‘n beduidende verbetering in ses van die agt subtoetse getoon het, het die spesifieke intervensieprogram nie T2-leerders in die eksperimentele groepe se ontluikende geletterdheidsvaardighede beduidend verbeter in vergelyking met leerders in die twee kontrole groepe nie (dit sluit in onder andere alfabetkennis, foneembewustheid, drukbewustheid en orale taalvaardighede). Wanneer daar vir reseptiewe taalvaardighede gekontroleer is, het die T1-leerders nie beduidend beter gevaar as hul T2-portuurgroep op enige van die agt subtoetse van ontluikende geletterdheid nie, en met toetrede tot Graad 1 was daar gevolglik geen statisties beduidende verskil tussen die T1- en T2-groepe ten opsigte van enige van die agt subtoetse nie. Moontlike onafhanklike veranderlikes wat tot hierdie gebrek aan intervensie-effek kon bydra, sluit sosio-ekonomiese status, leerders se T1 en onderwyseren klaskamer-spesifieke eienskappe in. Hierdie veranderlikes is aangespreek, en die kliniese implikasies vir spraak-taalterapeute met betrekking tot evaluasie, intervensie, dienslewering en die noukeurige meting van uitkomste is toegelig.

This integrated methods study used a sequential explanatory design to explore the culturally relevant teaching beliefs of successful emergent literacy Head Start teachers of urban African American boys living in poverty. The study utilized emergent literacy gain scores as a measure of success, a survey of culturally relevant teaching beliefs to describe variation in beliefs within the sample, and two rounds of interviews to explore the context of teacher agency with urban African American boys living in poverty. The four teachers interviewed expressed culturally relevant beliefs integral to their teaching practices. These beliefs were conveyed through descriptions of relationships with parents in and out of the classroom, through of the conditions and challenges of poverty in students' and parents' lives, and through close relationships with parents. The effect of conducting home visits on teachers' identities and the influence of the setting of Head Start on teachers' beliefs and agency were emergent themes in the interviews. The participants used language that seemed to indicate culturally relevant and warm demander approaches to understanding the relationship between student behavior and student engagement and in descriptions of the relationships with parents. The value of teachers' relationships with their students' parents was the most pronounced aspect of successful teaching in Head Start as expressed by the participants. The process of communication among parents, students, and teachers was described as important to student learning. The participants' expressed a variety of approaches to how they understood student behavior, boys' social emotional development, and classroom practices. These Head Start teachers described boys as more active than girls, as more aggressive than girls, and sometimes more challenged to express strong emotions with language than girls. This study provides some insight into the role that culturally relevant teaching beliefs play in Head Start teachers' successful

Made available in DSpace on 2016-04-27T14:31:50Z (GMT). No. of bitstreams: 1 Juvenal Maricane M Inruma.pdf: 820642 bytes, checksum: afaffbf6bd6a8014142bb38bb59ad358 (MD5) Previous issue date: 2006-07-25 / This study results from the learning difficulties in reading and writing at school, its relationship with the oral language acquisition process in families. The object of this study, therefore, is Emergent Literacy (EL) and its relationship between oral language and the learning of reading and writing. Thus, the aim was to reflect on the Emergent Literacy process in the Nursery School Educatio n (NSE) and in the first cycle of the Lower Primary School in Mozambique. The study will give awareness to curriculum planners and teachers to develop oral language as a useful ability for reading and writing. Theoretically, the work will contribute to ana lyze and propose the forms of oral language as an invaluable tool to effectively and efficiently foster reading and writing in the first stages of schooling. Refer to PIAGET (1982); TEALE and SULZBY (1992); VYGOTSKY (1999); FERREIRO (2001) and TEBEROSKY and COLOMER (2003). This research is qualitative with a phenomenal character which was carried out in two stages: 1) first, an exploratory micro-study was done based on the interview and observation. This stage gave evidence on the existence of oral resources in the Lower Primary School Children s families; 2) the second stage involved a documental study consisting of analyzing Syllabi and Handbooks of the Nursery School Education and Monolingual Handbooks of the Lower Primary School. This dissertation concludes that in the Nursery School Education, both the Syllabi and the handbooks do not lead children to develop specific oral activities bearing in mind the different developmental stages of the child. The Lower Primary School Syllabi (1st and 2nd grades) are unrelated to the handbooks as regards the oral resource for learning reading and writing. This dissertation is in three chapters anticipated by an introduction and at the end are the conclusion, suggestions, appendices, annexes and references. Chapter 1 is about the exploratory micro-study; Chapter 2 reviews the theoretical framework of emergent literacy and Chapter 3 describes and analyzes EL and the 1st Cycle of the Lower Primary School / A génese deste estudo parte das dificuldades de aprendizagem da leitura e escrita na escola, a sua relação com as formas de aquisição da linguagem oral nas famílias. Portanto, o objecto deste estudo é a Alfabetização Emergente (AE) e a sua relação entre a linguagem oral e a aprendizagem da leitura e escrita. Sendo assim, o objectivo geral consistiu em reflectir sobre o processo da AE na Educação Infantil (EI) e no 1º ciclo do Ensino Básico (EB) em Moçambique. O estudo poderá contribuir para alertar os planificadores curriculares e os professores para a necessidade de incentivarem o desenvolvimento da oralidade para que esta constitua uma habilidade, efectivamente, útil da leitura e da escrita. Teoricamente o trabalho poderá contribuir para a análise e proposta de formas do uso da linguagem oral como recurso valioso para desenvolver eficazmente, a leitura e a escrita nas fases iniciais da escolarização. Para tal foram base da nossa revisão teórica, autores como, PIAGET (1982); TEALE /SULZBY (1992); VYGOTSKY (1999); FERREIRO (2001) e TEBEROSKY & COLOMER (2003). Trata-se de uma investigação qualitativa de carácter fenomenológico cuja pesquisa de campo ocorreu em dois momentos: 1) no primeiro momento efectuou-se um micro-estudo exploratório, conduzido através das técnicas de entrevista e da observação. Este momento enfatizou a existência de recursos orais nas famílias das crianças do 1º ciclo do EB; 2) o segundo momento consistiu num estudo documental, através da análise dos Programas e Manuais da Educação Infantil e do ensino monolíngue do 1º ciclo do Ensino Básico. Na presente dissertação concluímos que na Educação Infantil os Programas e os Manuais não orientam para o desenvolvimento de actividades específicas da oralidade, tendo em conta as diferentes áreas de desenvolvimento da criança. Os Programas do 1º ciclo do EB (1ª e 2ª classes) encontram-se desarticulados em relação aos Manuais no que concerne ao recurso da oralidade para a aprendizagem da leitura e da escrita. A dissertação estrutura-se em três capítulos, antecedidos por uma introdução e por fim, estão a conclusão e sugestões, os apêndices, os anexos e a referência bibliográfica. O 1º capítulo trata do micro-estudo-exploratório; o 2º capítulo faz uma revisão teórica sobre a alfabetização emergente e o 3º capítulo faz uma descrição e análise sobre a EI e o 1º ciclo do EB.

A análise da literatura científica evidencia intenso esforço para se obter melhor entendimento de como ocorre a aprendizagem da leitura e da escrita e como é possível colaborar para essa aprendizagem, a partir da identificação das habilidades cognitivas e linguísticas subjacentes a ela. A perspectiva do letramento emergente considera a importância de um conjunto de habilidades linguísticas e de conhecimentos sobre a língua escrita, adquiridos pela criança no período compreendido entre o nascimento e o início do processo formal de alfabetização, os quais seriam precursores da aprendizagem da leitura e da escrita, destacando o papel da Educação Infantil no desenvolvimento destas habilidades e conhecimentos. Diante disto, o presente trabalho teve como objetivo principal investigar se e quais habilidades de letramento emergente, apresentadas pelas crianças ao final da Ed. Infantil, contribuem significativamente e de modo independente para a aquisição da leitura e escrita durante o primeiro ano escolar. A metodologia utilizada seguiu um delineamento correlacional de caráter longitudinal. Para tanto, na primeira etapa da pesquisa, foram avaliadas as habilidades de letramento emergente de uma amostra de 41 crianças de duas turmas do último ano da Ed. Infantil (idade média de 5,84 anos). Os instrumentos utilizados foram testes padronizados de consciência fonológica, nomeação (vocabulário) e compreensão oral, além de uma prova de conhecimento de letras. Ao final do primeiro ano do Ensino Fundamental, foram reavaliadas 34 crianças da amostra anterior (idade média de 6,68 anos), através de testes padronizados de leitura de palavras e pseudopalavras, escrita de palavras e compreensão em leitura. Os dados foram analisados através de técnicas correlacionais e de análise de regressão, visando identificar a relação entre as variáveis estudadas e a contribuição das habilidades de letramento emergente para as habilidades de leitura, escrita e compreensão da amostra estudada. Os resultados obtidos indicaram que todas as habilidades de letramento emergente (consciência fonológica, conhecimento de letras, nomeação e compreensão oral) estavam correlacionadas e que estas também estavam correlacionadas com as variáveis dependentes (escrita, leitura de palavras e compreensão em leitura). As análises de regressão mostraram maior contribuição da consciência fonológica e conhecimento de letras para o desempenho em escrita e da consciência fonológica para o desempenho em leitura de palavras e para a compreensão em leitura. Conclui-se que os resultados obtidos permitem dar suporte à hipótese da importância do desenvolvimento das habilidades de letramento emergente na Ed. Infantil, a fim de favorecer a aprendizagem da leitura e da escrita no Ensino Fundamental. / The analysis of the scientific literature shows intense effort to obtain a better understanding of how reading and writing learning occurs and how it is possible to collaborate for this learning by identification of the cognitive and linguistic abilities underlying it. The emergent literacy perspective considers the importance of a set of linguistic skills and knowledges about press acquired by the child in the period between birth and the beginning of the formal literacy process, whose could promote literacy, highlighting the role of Early Childhood Education in the development of these skills and knowledges. In view of this, the main objective of this study was to investigate whether and what emergent literacy skills presented by the children at the end of the kindergarten contribute significantly and independently to the acquisition of reading and writing during the 1st grade of elementary school. The methodology used followed a correlational design of longitudinal features. To do so, in the first stage of the research, the emergent literacy skills were evaluated in a sample of 41 kindergarteners (mean age 5.84 years). The instruments used were standardized tests of phonological awareness, naming (vocabulary) and oral comprehension, as well as a proof of letter knowledge. At the end of the first year of elementary school, 34 children from the previous sample (mean age 6.68 years) were reassessed, through standardized tests of reading of words and pseudowords, writing of words and comprehension in reading. Data were analyzed using correlation and regression analysis techniques to identify the relationship between the variables studied and the contribution of emergent literacy skills to the reading, writing and comprehension performance of the sample studied. The results indicated that all emergent literacy skills (phonological awareness, letter knowledge, naming and oral comprehension) were correlated and that these were also correlated with the dependent variables (writing, reading of words and comprehension in reading). The results of the regression analysis showed a greater contribution of phonological awareness and letter knowledge to the performance of writing. Phonological awareness was also the most important predictor for the performance of reading words and reading comprehension. The obtained results allow us to support the hypothesis of the importance of the development of emergent literacy skills in kindergarten, in order to benefit the reading and writing learning in 1st grade of Elementary School.

The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers‘ perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers‘ beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included subcoded areas conferencing, minilessons, and teaching strategies.