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Emergent Literacy Support for Children from Marginalised Populations.
Folia Phoniatr Logop. 2019; 71(2-3):83-93.FP

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.

Authors+Show Affiliations

University of the Witwatersrand, Johannesburg, South Africa, Sharon.moonsamy@wits.ac.za.University of the Witwatersrand, Johannesburg, South Africa.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

31085926

Citation

Moonsamy, Sharon, and Stephanie Carolus. "Emergent Literacy Support for Children From Marginalised Populations." Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP), vol. 71, no. 2-3, 2019, pp. 83-93.
Moonsamy S, Carolus S. Emergent Literacy Support for Children from Marginalised Populations. Folia Phoniatr Logop. 2019;71(2-3):83-93.
Moonsamy, S., & Carolus, S. (2019). Emergent Literacy Support for Children from Marginalised Populations. Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP), 71(2-3), 83-93. https://doi.org/10.1159/000493893
Moonsamy S, Carolus S. Emergent Literacy Support for Children From Marginalised Populations. Folia Phoniatr Logop. 2019;71(2-3):83-93. PubMed PMID: 31085926.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Emergent Literacy Support for Children from Marginalised Populations. AU - Moonsamy,Sharon, AU - Carolus,Stephanie, Y1 - 2019/05/19/ PY - 2018/03/12/received PY - 2018/09/18/accepted PY - 2019/5/16/entrez PY - 2019/5/16/pubmed PY - 2020/1/14/medline KW - Early childhood education KW - Early intervention KW - Emergent literacy KW - Language development KW - Role of the speech and language pathologist KW - Socially disadvantaged KW - Teacher instruction SP - 83 EP - 93 JF - Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP) JO - Folia Phoniatr Logop VL - 71 IS - 2-3 N2 - 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. SN - 1421-9972 UR - https://www.unboundmedicine.com/medline/citation/31085926/Emergent_Literacy_Support_for_Children_from_Marginalised_Populations_ L2 - https://www.karger.com?DOI=10.1159/000493893 DB - PRIME DP - Unbound Medicine ER -