Literacy development of English language learners: The outcomes of an intervention programme in grade R

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dc.contributor.authorOlivier, Anna-Marien_ZA
dc.contributor.authorAnthonissen, Christineen_ZA
dc.contributor.authorSouthwood, Frenetteen_ZA
dc.date.accessioned2015-04-09T10:18:04Z
dc.date.available2015-04-09T10:18:04Z
dc.date.issued2010-12
dc.descriptionCITATION: Olivier, A., Anthonissen, C. & Southwood, F. 2010. Literacy development of English language learners: The outcomes of an intervention programme in grade R. South African Journal of Communication Disorders, 57(1):58-65, doi:10.4102/sajcd.v57i1.50.en_ZA
dc.descriptionThe original publication is available at http://www.sajcd.org.za/index.php/sajcd/article/view/50en_ZA
dc.description.abstractThis study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs), i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004) and were compared to those of English first language (L1) and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.en_ZA
dc.description.versionPublishers Versionen_ZA
dc.format.extent58 pages
dc.identifier.citationOlivier, A., Anthonissen, C. & Southwood, F. 2010. Literacy development of English language learners: The outcomes of an intervention programme in grade R. South African Journal of Communication Disorders, 57(1):58-65, doi: 10.4102/sajcd.v57i1.50.en_ZA
dc.identifier.issn2225-4765 (online)en_ZA
dc.identifier.issn0379-8046 (print)en_ZA
dc.identifier.otherdoi: 10.4102/sajcd.v57i1.50en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/96478
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS OpenJournals
dc.rights.holderAuthors retain copyright
dc.subjectEmergent literacyen
dc.subjectLanguage stimulation programmeen
dc.subjectPreschoolersen
dc.subjectEnglish-language learnersen
dc.subjectSecond language acquisitionen_ZA
dc.subjectEmerging bilingual studentsen_ZA
dc.subjectELLsen_ZA
dc.subject(ESL) programsen_ZA
dc.subjectDual language coursesen_ZA
dc.titleLiteracy development of English language learners: The outcomes of an intervention programme in grade Ren
dc.typeArticleen
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