Geletterdheidsontwikkeling by graad r-leerders: ’n gevallestudie
This article describes a research project aimed at developing a theoretically based literacy programme for Grade R learners which would give them an understanding of the concept of writing and introduce them to the symbols of writing in an informal and enjoyable manner. The literature review focuses on three approaches to literacy, namely the holistic approach, the phonics approach and the balanced approach. The empirical investigation in this study consists of a case study of a Grade R class. An intervention programme introduced letter-sound correspondence within a balanced approach, which was directly linked to the existing Literacy Curriculum for Grade R. The research process is described and the findings are briefly presented: two sets of guidelines are recommended, one for the specific case and the other for other groups of Grade R learners following a balanced literacy programme based on the Revised National Curriculum Statement. The generally positive research results give evidence of the effectiveness of the programme.