Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training
Resource type
Journal Article
Author/contributor
- Pretorius, Elizabeth J (Author)
Title
Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training
Abstract
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.
Publication
Perspectives in Education
Volume
32
Issue
1
Pages
47-72
Date
2014
Accessed
2020-11-17
Citation
Pretorius, E. J. (2014). Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training. Perspectives in Education, 32(1), 47–72. http://journals.ufs.ac.za/index.php/pie/article/download/1844/1822
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