Ansie Lessing

An investigation into the early literacy skills of Grade R Second-language (L2) learners in South Africa

Abstract Reading proficiency is currently a great concern for South African educators. According to the literature on reading proficiency, reading difficulties stem from early literacy development and any improvement in these early literacy skills may help improve reading proficiency. It has, however also been found that South African learners who participated in this study do not meet the standards for their age group in terms of early literacy development. Educators need to know what learners should have accomplished in terms of early literacy to support learners before they can commence with instruction in initial reading. Skills crucial for the development of literacy are underlying cognitive skills (i.e., the ability to learn deliberately), the development of symbolic representation, oral language, knowledge of literacy concepts, and behaviours and attitudes. This article looks at the skills required for early literacy development. An empirical investigation was undertaken to determine to what extent these skills were mastered by Grade R second-language (L2) learners. The empirical investigation related these skills to the sub-skills of the School Readiness Evaluation by Trained Testers (SETT) to determine the extent to which a group of Grade R learners have mastered the different skills of early literacy development. The findings paint a bleak picture, since most of the participants lack adequate proficiency regarding the skills of early literacy development.

The deconstruction and understanding of pre-literacy development and reading acquisition

ABSTRACT Many South African children struggle in acquiring literacy and reading skills. It seems as if caregivers may be missing an important aspect in guiding children’s emergent reading development. The question is whether there are underlying concepts needed for emergent literacy and the acquisition of reading skills. The nature of the reading process and prerequisite skills were determined through a critical review of the literature and the deconstruction of the reading process. The critical review was more than description and included analysis and conceptual innovation as we seek to identify significant items in the field of emergent reading and the reading process. This research method was supplemented by an exploratory mode of inquiry to develop new ideas with regard to reading acquisition. A number of underlying concepts were identified. Findings from this research may serve to support teachers in solving the problem of low reading achievement amongst school beginners.

Young adult learners with dyslexia: their socio-emotional support needs during adolescence

This study retrospectively explored social-emotional support needs that young adult learners with dyslexia perceived to have experienced as adolescents attending an inclusion school setting. Six young adults with dyslexia were participants (females = 3; age range 18–21 years). They responded to a qualitative interview on their socio-emotional experiences as learners with dyslexia. The data were thematically analysed. Recollections of lived experiences by the young adults highlight the important role social support systems and own coping strategies play in influencing their socio-emotional outcomes. Participants reported positive regard about their condition, with social support, acceptance and own personal assets important for success with dyslexia. A multi-dimensional socio and emotional support program could assist learners with dyslexia to function optimally.

Concept formation and the neurological executive function underlying a training programme to improve pre-reading skills

ABSTRACT Mastering emergent reading requires applicable concepts and processes, which implies proficiency regarding the neurological executive function. Relevant neurological processes include attention, planning, initiation of activity, inhibition, working memory, shifting of attention, and mental flexibility. A training programme, incorporating concept formation and the underlying neurological executive function was developed and practitioners were trained to support preschool children with regard to sensory-motor integration, language and pre-writing skills as elements of pre-reading skills. The research was conducted in a number of rural crèches in South Africa where a questionnaire was used as the survey instrument. The findings revealed that the control group demonstrated fewer readiness skills regarding the required sensory-motor integration, language and pre-writing skills while the experimental group demonstrated newly formed concepts to assist in the acquisition of early literacy and the development of emergent reading.

The potential of behaviour management strategies to support learners with Attention Deficit Hyperactivity Disorder in the classroom

Learners with Attention Deficit Hyperactivity Disorder (ADHD) traditionally display disruptive and other associated negative behaviour in the classroom setting. This is due to the inattention, hyperactivity, lack of social skills and high levels of oppositional behaviour that these learners often struggle with. To change the classroom atmosphere and enhance the learning environment necessitates knowledge on the side of the teacher to support these learners in the classroom setting. The aim of the research was imbedded in the research question underpinning this investigation: Could learners with ADHD be supported in the classroom setting using behaviour management strategies to address inattentiveness, hyperactivity, poor social skills and oppositional behaviour? Four hypotheses were stated and tested with regard to the influence of behaviour management strategies on these manifestations of learners with ADHD. The statistically significant results of the intervention, which incorporated behavioural managem...

Mmaskitlana Play Therapy: A Case Study

This article explores the potential of Mmaskitlana as a form of therapy for children with emotional disorders. A case study is presented describing the use of Mmaskitlana with one learner with emotional problems from sexual abuse. Interview data and interpretative scripts suggest that Mmaskitlana may have assisted the learner with emotional disorder to achieve meaningful personal functioning.