Dissertations / Theses on the topic 'Literacy intervention programmes'

Thesis (M Speech Path)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families. Intervention Programme I involved an interactive style where participants were encouraged to engage spontaneously in conversations about the characters’ intentions and goals, to make inferences and to ask questions. Intervention Programme II focused on observable entities and the content of the storybooks. Participants’ narratives were compared before and after intervention in terms of productivity, content and structure. Results indicated that (i) both methods of shared-reading improved the participants’ narratives in terms of productivity, number of different words, and the efficiency of references; (ii) only Intervention Programme I improved the participants’ narratives in terms of the percentage meta-verbs, number of key elements and Goal-Attempt-Outcome sequences included. Clinical implications and recommendations for future research are discussed.
AFRIKAANSE OPSOMMING: Hierdie studie het die effek van twee gedeelde-leesintervensieprogramme op die narratiewe van 87 Afrikaanssprekende Graad R-leerders vanuit lae-inkomstegesinne ondersoek. Intervensieprogram I het ‘n interaktiewe styl behels, waartydens deelnemers aangemoedig is om spontaan aan gesprekke deel te neem oor die karakters se motiverings en doelwitte, afleidings oor die stories te maak en vrae te vra. Intervensieprogram II het op die waarneembare feite en inhoud van die storieboeke gefokus. Deelnemers se narratiewe is voor en na afloop van die intervensie ten opsigte van produktiwiteit, inhoud en struktuur vergelyk. Resultate het aangedui dat (i) beide metodes van gedeelde-lees die deelnemers se narratiewe ten opsigte van produktiwiteit, totale aantal verskillende woorde, en doeltreffendheid van verwysings verbeter het; (ii) slegs Intervensieprogram I daarin geslaag het om deelnemers se insluiting van die persentasie meta-werkwoorde, aantal sleutelelemente en Doel-Poging-Uitkomsreekse in hul narratiewe te verbeter. Kliniese implikasies en aanbevelings vir toekomstige navorsing word bespreek.

This study reports research into the role and deployment of teaching assistants who were implementing a literacy intervention - the Fischer Family Trust Wave 3 (FFTW3). A conceptual framework was devised to inform and support the creation, progression and interpretation of the research, drawing upon a postmodern perspective and principles associated with pragmatism and phronesis or practical wisdom. A multiple-case study approach was adopted, using interviews and observations, focusing on six teaching assistants across two local authorities, with the aim of exploring the teaching assistants' implementation of the FFTW3 programme. Analysis was informed by a grounded theory approach where a constant comparison of data was used to create themes. The findings are presented as case reports for each teaching assistant, followed by a cross-case analysis. Findings revealed that the FFTW3 programme provided unique opportunities for sustainable intervention practices which, it is argued, have implications beyond the boundaries of this research. Furthermore, there was considerable evidence that despite supportive structures for the implementation of the programme, barriers to effective deployment persisted in most contexts. The findings raise questions in relation to policy agendas which have not sufficiently clarified the ways in which teaching assistants should be deployed or supported. The implications from this study have relevance for both school systems and educational policy.

Thesis (MEd)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: It is clear from a recent study done by the Western Cape Education Department that the quality of literacy instruction in primary schools is not up to standard (WCED, 2006; Kruizinga, 2010). Therefore, countless learners struggle with the acquisition of literacy skills, such as reading and writing (WCED, 2006). One of the numerous reasons for South Africa's poor literacy levels is stated in the National Reading Strategy (Department of Education, 2008:10): “Learners who experience barriers to learning often do not receive the support needed to become fluent readers.” Despite the policies of inclusive education that recognise the special needs of learners in all sectors of education (Department of Education, 2008:10), countless children find it impossible to decipher and make sense of the unfamiliar texts they encounter in school. For this reason, many learners struggle with feelings of frustration, inadequacy and a sense of failure. As a result of the poor literacy levels, a literacy intervention programme was developed that was used to improve the literacy levels of learners who needed individualised instruction in the specific areas of reading and writing. This intervention programme was based on the principles of Reading Recovery®, a New Zealand literacy intervention programme developed by Clay (1993). Her Observation Survey assessment tasks (Clay, 2002) were used as the main research instrument within a pre-test, mid-test and post-test design. In addition to quantitative data, the Observation Survey yielded qualitative, descriptive data on children's literacy-processing behaviours, which were used to monitor learner progress and provide a source of feedback to guide teachers' instructional decision-making. Three struggling grade three learners were chosen for the intervention, together with a control group consisting of four average-performing learners to which the intervention group was compared. The comparison was done in order to gain knowledge of the intervention group‟s improvement and to see whether they progressed to the level of the control group as a result of the intervention. This programme was designed to accelerate the learning process of struggling learners, firstly by using levelled texts, and secondly by teaching the learners to apply the comprehension strategies needed for successful reading and writing. The results indicate that the intervention group reached the average performance level of the control group and therefore the intervention proved to be successful. Towards the end of the intervention it became clear that the project merited further research and support.
AFRIKAANSE OPSOMMING: 'n Onlangse studie wat deur die Wes-Kaapse Onderwysdepartement voltooi is, het aangetoon dat die kwaliteit van geletterdheidsonderrig nie op standaard is nie. Gevolglik is daar baie leerders wat geletterdheidsprobleme ervaar (WCED, 2006). Een van die vele redes vir Suid-Afrika se lae geletterdheidsvlakke word in die Nasionale Leesstrategie (Department of Education, 2008:10) weergegee: “Leerders wat struikelblokke tot leer ervaar, ontvang gewoonlik nie die ondersteuning wat hul benodig om suksesvolle lesers te word nie.” Ten spyte van die Inklusiewe Onderwysriglyne wat die spesiale behoeftes van alle leerders in alle sektore van onderwys erken (Department of Education, 2008:100), is daar steeds vele kinders wat dit feitlik onmoontlik vind om sin te maak van onbekende tekste waarmee hul in die skool te doen kry. Vir hierdie redes sukkel baie leerders met gevoelens van frustrasie, ontoereikendheid en mislukking. As gevolg van die geletterdheidsprobleme onder jong leerders, het ek 'n intervensieprogram ontwikkel wat gebruik is om die geletterdheidsvlakke van leerders wat spesifiek geletterdheidsprobleme ervaar op te stoot. Die intervensie is gebaseer op beginsels van Reading Recovery®, 'n Nieu-Seelandse Geletterdheidsprogram wat deur Clay (2002) ontwikkel is. Die bykomende “Observation Survey” assesseringstake is gebruik as die hoof navorsingsinstrument binne die raamwerk van 'n voortoets, middel-toets, natoets-navorsingsontwerp. Bo en behalwe die kwantitatiewe data wat die “Observation Survey” take opgelewer het, het die assesseringsinstrument ook kwalitatiewe data verskaf ten opsigte van die leerders se geletterdheids-prosesseringsgedrag. Hierdie data het my gehelp om die leerders se vordering te monitor, asook om my onderrigsbesluite te rig. Drie graad drie leerders wat geletterdheidsprobleme ervaar het, is gekies om deel te neem aan die intervensie. Vier graad drie leerders wat gemiddeld presteer, is vir die kontrolegroep gekies waarteen die intervensiegroep gemeet is. Een van die doele van die intervensie was om te sien of die intervensiegroep binne die gegewe tydperk die gemiddelde vlak van die kontrolegroep kon bereik. Die program is ontwerp om op die een-tot-een vlak sukkelende leerders se leerproses te versnel deur eerstens gebruik te maak van tekste wat in vlakke van „n progressiewe moeilikheidsgraad opgedeel is. Tweedens is die intervensieleerders geleer om 'n verskeidenheid begripstrategieё toe te pas wat enige leser nodig het om met sukses te kan lees en skryf. Die assesseringsresultate het getoon dat die intervensieleerders na verloop van die intervensie die gemiddelde lees- en skryfvlakke van die kontrole groep bereik het. Dus was die studie 'n sukses. Aan die einde van die intervensie het dit duidelik geword dat die projek verdere navorsing in hierdie veld vereis.

This study investigates key factors contributing to literacy development of underachieving readers in a junior secondary school. Two intervention programs designed to enhance the reading skills of eight underachieving readers in a junior secondary school were used. These eight individuals, of normal intelligence, had in common a history of reading difficulties. In the first of these programs eight students participated in a one-on-one reading intervention program using an adaptation of the program Making A Difference (Ministry of Education and Training, Victoria, 1992). In the second program four students from the above-mentioned cohort participated in a one-to-four intervention program involving the use of a Meta Language Awareness Program involving, among other things, Reciprocal Teaching (Palinscar and Brown 1985) procedures. The underlying premise to this study is that underachieving readers are characteristically non-strategic and that through two explicit methods of instruction used they can improve their reading. A key to helping the participants break the cycle of failure in reading is to help them make the connection between effort in the use of particular reading strategies and success in the reading process. This study reveals that struggling adolescent readers have many reasons for their difficulties with reading and require different approaches to the process of reading. However, with teacher persistence in appropriate conditions, and tailoring reading experiences to meet student needs, such individuals can become successful, engaged readers who enjoy reading. A detailed analysis of one case, ‘Sarah,’ is presented since “it can provide insight into the class of events from which the case has been drawn” (Burns, 1995, p. 320). Evidence measured in tests and anecdotal records illustrate general findings about Sarah and the other seven participants. Themes related to the participants’ ultimate success in reading are elaborated in this thesis, not because they are thought to be unique but because they will most likely be recognisable to other teachers of struggling adolescent readers.

Thesis (Ph.D.)--Kent State University, 2006.
Title from PDF t.p. (viewed Sept. 12, 2006). Advisor: Nancy D. Padak, Wendy C. Kasten. Keywords: fluency; poetry; volunteers; word recognition; words correct per minute; comprehension. Includes bibliographical references (p.153-165).

Thesis (MPhil)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: Within the context of development, skills development is one of the central components in the drive to bring about the reconstruction, development and transformation of the South African society. Investment in people is a key strategy in our economic renewal. With estimations of a third of the South African population not having effective basic skills, education is not merely limited to reading and writing, but developing human capacity to playa more active role individually, within communities and within the larger South Africa. Literacy and numeracy are seen as fundamental skills, and without these skills, other skills may not be learned or acquired. Illiteracy rates within rural areas in South Africa are unacceptably high and people deemed "illiterate" within these areas are at risk in that provision of literacy programmes is not readily available. Within this context, a literacy programme was implemented at a farm school outside Durbanville (situated in the Western Cape). The Fundani literacy programme was implemented over a period of 16 months. The participants comprised of farm workers (most of whom were parents of children attending the Attie van Wyk Primary School). Literacy is also said to empower people. Programme evaluation was chosen as research design. The findings of the research are discussed to place it within the context of the research questions, namely whether the intervention (the Fundani literacy programme) would change/influence the literacy ability and empowerment status of the participants. The participants' empowerment status was measured with a standardised questionnaire using a pre-test, post-test and post-past-test design. The participants were also evaluated at the end of the literacy programme as to their literacy and numeracy gains. The research took place in three phases. Both qualitative and quantitative methods were used during the research. The first phase consisted of a pre-test on empowerment (this was done by means of a standardised questionnaire during semi-structured interviews). The second phase involved exposure to the Fundani literacy programme, followed by a formal test to measure literacy and numeracy gains as well as a post-test measuring changes in empowerment status. Finally a post-post-test was applied to measure changes in empowerment status three months after the programme had been completed. Although only four participants out of 13 completed the Fundani literacy programme, statistical analysis showed statistically significant improvements in empowerment from pre-test to post-test of the total group. The four participants that completed the programme also showed literacy and numeracy gains. The findings of the study suggest that although there is a high drop-out rate in adult literacy programmes, the longer participants participate in a literacy programme, the greater the improvement in their empowerment status will be. It also became evident throughout the research that women find it difficult to attend literacy programmes as common constraints (such as domestic duties and male resistance) are not easily overcome. As this research used a very small sample size, future studies need to be conducted over longer periods of time, using a much bigger sample. Such programmes/interventions also need to be more functional, which could lead to a greater sense of motivation and empowerment.
AFRIKAANSE OPSOMMING: Binne die konteks van ontwikkeling is vaardigheidsontwikkeling 'n kritieke dryfveer in die transformasie van Suid-Afrika. Die ontwikkeling van menslike hulpbronne is een van die strategieë om die ekonomie te versterk. Met sowat 'n derde van die Suid-Afrikaanse bevolking wat nie oor basiese vaardighede beskik nie, is opvoeding nie beperk tot lees en skryf nie, maar omvat die ontwikkeling van die mens in sy geheel om 'n meer aktiewe rol binne homself, die gemeenskap, en Suid-Afrika te speel. Lees-, skryf- en rekenvaardighede is fundamentele vaardighede waarsonder ander tegniese vaardighede nie maklik aangeleer kan word nie. Ongeletterdheidsvlakke in Suid-Afrika, en veral in die landelike gedeeltes van Suid-Afrika, is baie hoog. 'n Verdere punt van kommer is die onbeskikbaarheid en aanbieding van geletterdheidsprogramme binne die landelike gebiede van Suid-Afrika. Dit is binne hierdie konteks dat 'n geletterdheidsprogram vir plaaswerkers by 'n plaasskool buite Durbanville (in die Wes-Kaap) aangebied is. Die Fundani geletterdheidsprogram is by die Attie van Wyk primêre skool geïmplementeer. Die Fundani program is oor 'n periode van 16 maande gevolg. Die teikengroep was ouers van leerders (van wie die meeste plaaswerkers is) van die Attie van Wyk primêre skool. Die doel van die geletterdheidsprogram was nie net om lees- en skryfvaardighede aan te leer nie, maar om die deelnemers te bemagtig om meer beheer oor hul lewens toe te pas. Programevaluering is gebruik as navorsingsontwerp. Die twee navorsingsvrae verwys na die aard van intervensie en is daarop gemik om te bepaal of die Fundani geletterdheidsprogram wel 'n effek op die geletterdheid sowel as bemagtigingsvlakke van die deelnemers gehad het. Die deelnemers se bemagtigingstatus is gemeet met 'n gestandardiseerde vraelys terwyl 'n voor-en-na toets en 'n verdere toets (post-past-toets) ontwerp gevolg is. Die deelnemers is ook aan die einde geëvalueer ten opsigte van verbetering in hul lees-, skryf- en rekenvaardighede. Die navorsing is in drie fases geïmplementeer. Kwalitatiewe asook kwantitatiewe metodes is gebruik om data in te win. Die eerste fase het uit 'n voor-toets bestaan wat die deelnemers se bemagtigingstatus gemeet het. Dit is met 'n gestandardiseerde vraelys tydens semi-gestruktureerde onderhoude gemeet. Gedurende die tweede fase is deelnemers aan die Fundani geletterdheidsprogram blootgestel. Aan die einde van die program is die deelnemers se bemagtigingstatus weer gemeet deur 'n na-toets om verandering in bemagtiging te meet. 'n Formele geletterdheidstoets is ook gedurende fase twee geskryf om verandering in lees-, skryf- en rekenvaardighede waar te neem. Fase drie het uit 'n verdere toets bestaan om die deelnemers se bemagtigingstatus drie maande ná die Fundani geletterdheidsprogram te meet. Alhoewel slegs vier uit die 13 deelnemers die Fundani geletterdheidsprogram voltooi het, was daar wel statisties betekenisvolle verbeteringe van die voor-toets na die na-toets. Die vier deelnemers wat wel die Fundani geletterheidsprogram voltooi het, het aan die einde van die program getoon dat hulle baat gevind het by die program ten opsigte van hullees-, skryf- en rekenvaardige verwerkings. Die navorsing se bevindinge dui daarop dat hoe langer deelnemers aan sulke geletterdheidsprogramme blootgestel word, hoe groter sal die verbetering in hulle bemagtigingstatus wees. Vroue vind dit moeilik om sulke programme te voltooi as gevolg van familie- en gesinsverpligtinge asook vanweë teenkanting van mans binne die gemeenskap. Alhoewel die navorsing van 'n baie klein steekproef gebruik gemaak het, word daar voorgestel dat soortgelyke studies van dieselfde aard oor langer tye met 'n groter steekproef geëvalueer word. Die aard van sulke tipe programme/intervensies behoort meer funksioneel te wees om deelnemers verder te motiveer en te bemagtig.

Magister Educationis - Med
The purpose of this study was to investigate the implementation of a Literacy Intervention Programme with Grade One isiXhosa speaking learners in one primary school in the Western Cape. The study was motivated by the persisting low literacy levels in the Foundation Phase which have been reported in the Annual National Assessment (ANA) reports since 2011. The Department of Basic Education (DBE) and the Provincial Departments of Education have designed many intervention programmes to assist teachers in teaching literacy to young learners. These programmes include teacher development workshops and the supply of literacy materials in schools. Schools also have their own intervention programmes to support learners who struggle with reading and writing. Despite these efforts, there is no significant improvement in learners' literacy levels. Therefore, this study investigated how the literacy intervention programme for Grade one was implemented in one township school in Cape Town.

The development of early literacy skills is critical for all children in South Africa. Children receive language and literacy development support in the home, school, and community environments. Vulnerable children, such as orphans, may receive this support from volunteers in their home environments. Additional language development support systems in the form of programmes run by volunteers are important. This study describes and analyses the process of collaboration between six volunteers who are involved in languageliteracy programmes by examining how volunteers negotiate collaboration in promoting literacy development. This qualitative research study used a participatory action cycle design to investigate collaboration. A range of research methods such as focus groups, interviews, reflections and observations were used. Findings from this study provided insight into the identity of volunteers. They were people who had strong values in respect of literacy, a positive experience of volunteering, a sense of civic responsibility and an empathetic personality. The collaborative process was established through the presence of a strong common cause, vulnerability and trust among volunteers, a structured and well-led action cycle process, the development of self-reflection, and a passion to be change agents. Volunteers were able to problem solve and act to make changes to the intervention programme which included actions at a programme and volunteer level. The speechlanguage therapist (SLT’s) role was critical in a literacy-related intervention as a support for volunteers. The expertise of SLTs, namely knowledge in language and literacy development, was valued in streamlining the process of taking appropriate actions to enrich the literacy programme.

This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.

The purpose of the research was to assess the impact of the process of professional development of English foreign language teachers in Israel who participated in the Explicit Multisensory Phonics Intervention Programme. Previous research focused on changes in knowledge, practices, student attainment, and beliefs. Changes from negative to positive self efficacy were not examined, and a model for the professional development of the English foreign language teacher did not exist. The conceptual framework is based on an integration of the concept of self efficacy with theories of professional development and literacy acquisition. Literacy acquisition is based on the knowledge and practice components of the process of professional development in this research. The process of professional development is set in motion by a sense of negative self efficacy. The attainment of content knowledge is followed by a change of practices and thereafter improved student attainment, leading to changes in teachers’ beliefs and positive self efficacy. The research questions seek to clarify teachers’ incentives for joining the programme, their standard of content knowledge and perceptions of the impact of the process of professional development. A mixed methods approach was used. The content knowledge of teachers was tested with a pre and post test. A questionnaire about the process of professional development was sent to teachers who had participated in the programme since 1991. Several unstructured interviews were held. Results showed that the teachers’ sense of negative self efficacy and failure in the field initiated their need for professional development. The impact of the process of professional development was: increased knowledge, changed practices and beliefs, claimed student attainment and positive self efficacy. The research contributes to knowledge by empirically supporting a theoretically based model for the impact of the process of professional development of English foreign language teachers. Positive and negative self efficacy are key factors in the process of professional development and knowledge is the basis of this process. These conclusions have practical applications for teacher training.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children’s on-task behaviour and literacy performance, as well as reducing ADHD symptoms in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. Nine children, who were identified with ADHD symptoms on the basis of teacher and parental reports, were involved in the IYTCM-ADHD programme. The children’s behaviour symptoms were assessed using the Conners 3-T, Conners 3-P(S), SESBI-I, ECBI and SDQ. Ten teachers received the IYTCM-ADHD training in a full-day session once a week for 6 weeks. The children received individual behaviour plans implemented by their teachers with close supervision. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. The on-task behaviour of children with ADHD and normative comparison children was recorded using Behavioural Observation of Students in Schools (BOSS). In addition to visual analysis, a non-parametric test Percentage of All Non-Overlapping Data (PAND) was used to examine the magnitude of effect in each child. The result of the study indicated that on-task behaviour of all the children with ADHD improved an average of 78% during the teacher training and this maintained during the follow-up phases. The children’s on-task behaviour also generalised to classrooms with non-trained teachers. Visual analysis indicated that the children’s behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention as a group. Clinical significance was obtained for more than half of the children on teacher reports of ADHD symptoms and conduct problems after the intervention. The literacy performance of all children with ADHD improved at the conclusion of the study. In light of the findings, limitations and implications for future research were discussed.

Thesis (MPhil )--Stellenbosch University, 2011.
ENGLISH ABSTRACT: An increasing number of studies indicate that South African learners' literacy levels are deplorably low. According to one international study, the Progress in International Literacy Study (PIRLS), conducted in 2006, South African grade 4 learners' literacy levels are the lowest of the 40 countries that participated in the study. The results of the first Annual National Assessment (ANA), conducted in 2011, show that the average literacy performance of grade 3 learners in South Africa lies at 35%. Even though numerous reasons can be presented for these low literacy levels - amongst others, large classes, insufficient teacher training, insufficient educational practices (especially the fact that so little time is spent on reading instruction), and a lack of teaching material - the blame is often cast on the insufficient language proficiency of South African learners. South African learners often receive education in a language which is not their first language. A large number of learners only receive education in their first language for the first three years of their school career and thereafter English usually becomes the language of learning and teaching. It is, however, not only those learners who receive education in their second language who have low literacy skills. Learners who receive education in their first language also encounter problems. The aim of this study was to determine whether a reading intervention programme, designed on the basis of the most recent research on reading, could improve the reading comprehension skills of grade 8 learners in their first language Afrikaans and whether these skills could be transferred to their second language English. The study showed that there was a significant improvement in the participating learners' reading comprehension skills in their first language Afrikaans, as well as in their second language English, even though the reading intervention was only offered in Afrikaans. According to the results of this study, it seems that reading comprehension skills which are acquired in the first language can indeed be transferred to a second language. The implications of these findings for first and second language literacy development are discussed in the final chapter of the thesis.
AFRIKAANSE OPSOMMING: 'n Toenemende aantal studies dui daarop dat Suid-Afrikaanse leerders se geletterdheidsvlakke kommerwekkend laag is. Volgens een internasionale studie, die Progress in International Literacy Study (PIRLS), wat in 2006 gedoen is, is Suid-Afrikaanse graad 4-leerders se geletterdheidsvlakke die laagste van die 40 lande wat deelgeneem het. Die resultate van die eerste Annual National Assessment (ANA) wat in 2011 gedoen is, wys dat graad 3-leerders in Suid-Afrika se gemiddelde prestasie vir geletterdheid slegs 35% is. Hoewel talle redes vir hierdie lae geletterdheidsvlakke aangebied kan word - waaronder groot klasse, onvoldoende onderwyseropleiding, onvoldoende onderrigpraktyke (veral dat daar te min tyd aan leesonderrig bestee word) en 'n gebrek aan onderrigmateriaal - word die blaam dikwels geplaas op die onvoldoende taalvaardighede van Suid-Afrikaanse leerders. Suid-Afrikaanse leerders gaan dikwels skool in 'n taal wat nie hul eerste taal is nie. Talle leerders ontvang slegs vir die eerste drie jaar van hul skoolloopbaan onderrig in hul eerste taal en daarna word Engels gewoonlik die taal van leer en onderrig. Dit is egter nie net die leerders wat in hul tweede taal onderrig ontvang, wat lae geletterdheidsvlakke het nie. Leerders wat in hul eerste taal onderrig ontvang, ondervind ook probleme. Die doel van hierdie studie was om vas te stel of 'n leesintervensieprogram, wat geskoei is op die nuutste navorsing oor lees, die leesbegripsvaardighede van graad 8-leerders in hul eerste taal Afrikaans kan verbeter en of hierdie vaardighede oorgedra kan word op hul tweede taal Engels. Die studie het aangedui dat daar 'n beduidende verbetering in die leerders se leesbegripsvaardighede in hul eerste taal Afrikaans sowel as hul tweede taal Engels was, alhoewel die leesintervensie slegs in Afrikaans aangebied is. Volgens die resultate van die studie wil dit voorkom asof leesbegripsvaardighede wat in die eerste taal verwerf word, oorgedra kan word na 'n tweede taal. Die implikasies van hierdie bevindinge vir die ontwikkeling van geletterdheid in 'n eerste en tweede taal, word in die finale hoofstuk van die tesis bespreek.

This qualitative research project reconceptualizes conventional and prescriptive views of family literacy as literacies in the context of family relationships, experimenting with data from the home visitor participants of one international family literacy intervention program (FLIP): Home Instruction for the Parents of Preschool Youngsters (HIPPY). Participants of the HIPPY program in Canada primarily include newcomer families. While the program targets conventional forms of literacy and education relating to children’s school readiness, in practice their work with these families goes far beyond this initial focus further engaging with issues related to settlement. For example, after completing HIPPY’s two-year program successfully with their own children, parents can be hired to become home visitors, receive professional development and guide newcomer families through the HIPPY materials they will use with their children. Using the theoretical and practical lens of Multiple Literacy Theory (Masny, 2006, 2009, 2013) this project asks what literacy practices home visitors engage in with newcomer parents, how these practices function in the relationship, and what these practices produce in these interactions. Lombard (1981) recognized the need for further research on home visitor experiences after program coordinators noted the “highly visible changes in home visitors’ level of understanding and performance” (p. 89). Since then, however, parents and children continued to be the main focus of research. This project seeks to to illuminate the under-researched experiences of HIPPY home visitors. Using the theoretical and practical lens of Multiple Literacy Theory (Masny, 2006, 2009, 2013) and the philosophy of Deleuze and Guattari (1987), qualitative observation and interview data were collected and analyzed through the process of rhizoanalysis, creating four mappings. The first mapping experiments with HIPPY not as an isolated program, but as part of a much larger assemblage of programs and services focused on newcomers in a Canadian community. The second mapping looks closely at HIPPY and English language acquisition. Mapping three experiments with conceptualizations of HIPPY home visitors as instructors of “Canadian culture”, and the fourth and final mapping delves into a more specific cultural focus on home and school connections. The final chapter of the dissertation is not a conclusion, but a look forward. This chapter introduces the concept of literacies in the context of family relationships as an integral part of not only early learning, but public and community health.

This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.

Thesis (MEd)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The increasing number of isiXhosa learners in Afrikaans medium schools gave rise to this investigation. According to our Constitution, all citizens have the right to receive education in one of the official languages. Some isiXhosa parents exercise their democratic right by enrolling their children in English- or Afrikaans-medium schools. They are of the opinion that the level of education is of a higher standard in these schools. Consequently, some isiXhosa learners in Afrikaans-medium schools develop barriers to learning due to the fact that they have little or no knowledge of Afrikaans. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes. Secondly, the aim of the study was to determine whether the literacy intervention programme would lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa learners in grade 4 to 6 Afrikaans-medium classes. The research was conducted in a previously disenfranchised Afrikaans-medium school in Stellenbosch. The research methods employed comprised a literature review supported by an empirical investigation that included pre- and post-tests with learners, interviews with educators and the development and implementation of a literacy intervention programme. A mixed method research design was used, because quantitative data alone would have supplied inadequate answers to the research question. The theoretical basis of the study was Piaget’s theory of cognitive development, as well as Vygotsky’s social constructivist language acquisition theory. Both Piaget and Vygotsky emphasised the importance of social interactions in cognitive development. They regarded the development and use of vocabulary as an integral part of these interactions. Research indicates that the field of second language acquisition is multifaceted and is not supported by a singular theory. Three theories of second language acquisition were explored in this study. They are the communicative approach, shared reading and the schema theory. The role that the language-in-education policy, motivation and social economic status play in second language acquisition was also investigated. Another goal of the literature review was to collect data to develop a literacy intervention programme in which the above-mentioned theories of second language acquisition were utilised. The marsh at the school served as the context for the activities in the programme. Twenty isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes were subjected to an intervention programme over a period of six months to determine the success of the intervention programme. Data gathering included quantitative data (pre- and post-tests) as well as qualitative data (interviews with Afrikaans educators) to determine whether the learners’ vocabulary and reading comprehension had improved. The results of the study indicate that the implementation of the literacy intervention programme can lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 tot 6 Afrikaans-medium classes. This is substantiated by previous research. The results also support findings that the Afrikaans vocabulary and reading comprehension of isiXhosa learners in the Afrikaans-medium intervention school can improve if the appropriate intervention is offered timeously.
AFRIKAANSE OPSOMMING: Hierdie ondersoek is onderneem weens die toenemende getal Xhosa-moedertaalsprekers in Afrikaansmediumskole. Volgens die Grondwet het elkeen die reg om onderrig in enige van die amptelike tale te ontvang. Sommige Xhosasprekende ouers oefen hierdie reg uit deur hulle kinders in Afrikaansmediumskole te plaas. Hulle is van mening dat onderrig van 'n hoёr gehalte daar plaasvind. Gevolglik is daar 'n toename van leerders wat struikelblokke tot leer ondervind, omdat hulle min of geen begrip van Afrikaans het nie. Eerstens, is die fokus van hierdie studie die ontwikkeling van 'n geletterdheidsintervensieprogram om die Afrikaanse woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers in 'n Afrikaansmediumskool te bevorder. Ten tweede is dit om te bepaal of die geletterdheidsintervensieprogram 'n verbetering in die woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers tot gevolg gehad het. 'n Voorheen benadeelde Afrikaansmediumskool in die Stellenbosch-omgewing is deur die navorser gekies vir die implementering van die geletterdheidsintervensieprogram. Hierdie projek het 'n literatuurstudie ondersteun deur 'n empiriese ondersoek wat voor- en natoetse met leerders, onderhoude met onderwysers en die ontwerp en toepassing van 'n geletterdheidsintervensieprogram ingesluit het, behels. Daar is van 'n gemengde navorsingsontwerp gebruik gemaak, omdat die gebruik van slegs kwantitatiewe data onvoldoende antwoorde op die navorsingsvraag sou verskaf. 'n Literatuurondersoek is gedoen om 'n teoretiese grondslag vir die studie te verkry. Piaget se teorie van kognitiewe ontwikkeling en Vygotsky se sosiaal-konstruktivistiese taalverwerwingsteorie is gebruik om die verwerwing van 'n tweede taal te beskryf. Beide Piaget en Vygotsky het die belangrikheid van sosiale interaksies in kognitiewe ontwikkeling beklemtoon. Hulle het die ontwikkeling en gebruik van woordeskat as 'n integrale deel van hierdie interaksies beskou. Die studie dui daarop dat die aard van tweedetaalverwerwing kompleks is en nie deur 'n enkele teorie ondersteun kan word nie. Drie verskillende benaderings tot tweedetaalverwerwing, naamlik die kommunikatiewe benadering, gedeelde lees en die skema-teorie, is ondersoek. Die rol wat die taal-in-onderwysbeleid (TiOB), motivering en sosio-ekonomiese status in tweedetaalverwerwing speel, is ook ondersoek. 'n Verdere doel van die literatuurondersoek was om inligting te versamel om 'n geletterdheidsintervensieprogram te ontwerp waarin bogenoemde benaderings tot tweedetaalverwerwing gebruik is. Die vleiland by die skool het die konteks geskep waarbinne die onderskeie aktiwiteite beplan is. Die geletterdheids-intervensieprogram is vir ses maande in 'n klas met 20 graad 4 tot 6 Xhosa-moedertaalsprekers toegepas om die sukses daarvan te bepaal. Datagenerering het bestaan uit kwantitatiewe data (voor- en natoetse) asook kwalitatiewe data (onderhoude met die opvoeders wat Afrikaans onderrig) om vas te stel of die leerders se woordeskat en leesbegrip verbeter het al dan nie. Die resultate van hierdie studie toon dat die toepassing van die geletterdheidsintervensieprogram tot die verbetering van die Xhosa-moedertaalsprekers in graad 4 tot 6 Afrikaansmediumklasse se Afrikaanse woordeskat en leesbegrip kan lei. Dit stem ooreen met bevindinge van vorige navorsing, naamlik dat die verbetering van leerders se woordeskat tot die verbetering van leesbegrip lei. Verder ondersteun die resultate die bevindinge dat Xhosa-moedertaalsprekers in die Afrikaansmedium intervensieskool se Afrikaanse woordeskat en leesbegrip kan verbeter, mits hulle die nodige, gepaste ondersteuning betyds ontvang.

Philosophiae Doctor - PhD
In this study the construct of personal theories is used to represent the teacher's conceptions, which are interpreted as the consciously held beliefs. The teacher's personal theories encompass beliefs, images, values and attitudes as well as understanding about teaching and learning. This study investigates the influence of the teacher's conceptions of mathematics, of the teaching and learning of mathematics and of the context before and after a structured learning experience. The interest in the teacher's conceptions is derived from the assumption that these serve as a primary component that influence how teachers think about their professional responsibilities and how they act in their classrooms. Furthermore, the extent of implementation of a new curriculum has been linked to the scope of congruence between the teachers' conceptions and the underpinning philosophy of the intended curriculum. The study of the teacher's conceptions is especially relevant during a time of educational reform, such as the current transition to an Outcomes Based Education curriculum in South Africa. The participants in this study consist of four primary school mathematics teachers with various educational backgrounds, who teach at schools situated in different physical environments. The conceptions that these teachers have of mathematics, of the teaching and learning of mathematics and the influence of the context are investigated using a variety of instruments. Data collection was done with a questionnaire, a repertory grid, a semi-structured interview and lesson observations. The teachers participated in the Teaching Intervention and Support Programme (TISP), as a structured teacher learning experience. The programme is centred on the integration of the developmental and socio-cultural perspectives on teacher learning. With the developmental perspective the focus is on the acquisition of intellectual skills, while the socio-cultural perspective emphasizes participation in social practice. Both are directed at effecting conceptual change. With the developmental approach the process of conceptual change involves the development of new conceptions from existing conceptions. From the socio-cultural perspective the context is paramount and conceptual change is seen as new ways of being and acting within a particular context. The teachers were invited to attend a two-week intervention session, followed by a six months support programme that was aimed at establishing a teacher learning community. The learning experiences provided during the intervention session were drawn mainly from Realistic Mathematics Education. On completion of the programme, the teachers' conceptions of mathematics, of the teaching and learning of mathematics and the influence of the context were again investigated. The results of this study show that two of the participants had highly mechanistic conceptions of mathematics, and the teaching and learning of mathematics. The remaining two had a more empiristic approach with its high focus on environmental activities. After the programme, the teachers with the mechanistic views adopted a mixed. conception with some of the mechanistic conceptions retained, but now interspersed with some empiristic and realistic conceptions. The participants with the empiristic conceptions adopted a more realistic conception, but again to varying degrees. Thompson's (1991) hierarchical structure for the development of conceptions was also used to describe the extent of conceptual change. However, it was found that a concentric, rather than a hierarchical representation is a more appropriate to describe these changes. With regards to the socio-cultural view of conceptual change, all the participants perceived the context differently. The teachers' actions were also more commensurate with the practices associated with teachers that encourage learner autonomy, mathematical investigations and a facilitative role for the teacher.

The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.

The aim of this study was to investigate the design and implementation of early intervention programmes used for disadvantaged learners in South Africa. The focus was on the Grade R class since it has been introduced to prepare learners for formal schooling. The extent to which the programme could influence the learner's skills were investigated. The design is defined in terms of the structure, goals, and content of the programme. The implementation strategy in this investigation is explained in broad terms to include ECD policies, delivery structures and modes, teacher preparedness and arrangements made at school level. The investigation was conducted as a case study in disadvantaged school-based Grade R classes of the Gauteng province. It established that the design of the Grade R programme followed the constructivist approach by combining the developmental and behavioural approaches to teaching. The design was commendable with regard to its goals and its duration. However, concerns were raised with regard to the structure and content of the Learning Area Programmes. An alternative design is recommended. The success of any programme depends to a large extent on implementation strategies used for delivery. This investigation established that policy formulation at national level followed international trends. Implementation power was devolved to the provincial departments in order to accommodate provincial diversity. However, structural deficits and undefined line functions were identified at provincial and district levels. The impact of this deficiency was evident in the Grade R classes. Finally this study concluded that although learners showed developmental gains, this cannot be regarded as the influence of the Grade R teaching because this age group is still developing and the change could be ascribed to maturation. The learners did not acquire basic literacy skills. Their poor language and intellectual abilities remain extremely low.
Educational Studies
D.Ed.(Psychology of Education)

The purpose of this study was to evaluate Core5, a computer-assisted instruction (CAI) programme, on developing early literacy skills in struggling kindergartners and providing enrichment for high achieving kindergartners. Conducted through the positivist research paradigm, the research design of this study is a quantitative quasi-experimental non-equivalent control group pretest-posttest design using the probes AIMSweb Letter Name Fluency (LNF), AIMSweb Letter Sound Fluency (LSF), MAP K-2 Early Literacy, as well as a questionnaire regarding teacher perceptions of Core5 and its implementation in the classroom. This study used convenience sampling instead of probability sampling since many schools already use Core5. Fifteen schools in the Matanuska Susitna Borough School District was the target population. The sample group comprised of 751 kindergartners, aged five to six-year-olds divided into the treatment group, the partial treatment group, and the control group. Posttest analysis of LNF and LSF data confirmed all three groups made gains from the pretest, but an ANOVA indicated there was a significant difference between the three groups. A Bonferroni post hoc test determined the treatment group and the partial treatment group were significantly different from the control group. The posttest analysis of MAP K-2 Early Literacy data indicated that all three groups made gains from the pretest. An ANOVA suggested there was no significant difference between the three groups. Lastly, the end-of-year Core5 levels were correlated to the benchmark scores on LNF, LSF and MAP K-2 Early Literacy probes using Pearson’s r. The teacher questionnaire indicated that a majority of teachers have a favourable view of Core5, which is vital to the implementation of Core5 because their attitude is also a significant predictor of student use in the classroom. The findings indicate that Core5 is an effective CAI program to use as part of the kindergarten ELA curriculum. The findings also add to the volume of research on Core5, CAI programmes and blended learning.
English Studies
D. Litt. et Phil. (English)

This study was initiated when the researcher became aware of the problem that learners from low socio-economic environments tend to experience barriers to learning in numeracy and literacy. These barriers were identified in a class of Grade 1 learners through extensive literature study, after which the development, teaching and learning of numeracy and literacy in grade 1 were investigated. The researcher then developed intervention programmes for literacy and numeracy, each running for a period of six weeks, in order to overcome learners’ difficulties in these learning areas. Each programme was subdivided into three shorter programmes of two weeks each, which addressed different aspects of literacy and numeracy. Each sub-programme was supplemented by a schedule of daily activities in order to reinforce learning. Learners’ competence in literacy and numeracy was assessed before starting the programme and re-assessed at the end, using the same tests they had done at the beginning. Learners’ marks in both sets of tests were compared, which demonstrated their progress or non-progress after having participated in the intervention programmes.
Educational Studies
M. Ed. (Sielkundige Opvoedkunde)

Dissertação de mestrado integrado em Psicologia (área de especialização em Psicologia Escolar e da Educação)
O conceito de literacia emergente surgiu nas últimas décadas introduzindo uma nova perspectiva sobre os factores preditores da aprendizagem da leitura e da escrita, implicando uma nova estruturação no ensino pré-escolar. Compreende que a criança desenvolve, desde muito cedo, um conjunto de competências que contribuem para a aquisição da leitura e da escrita. São destacados quatro aspectos fundamentais de literacia emergente que devem ser desenvolvidos: a linguagem oral, os conhecimentos acerca do impresso, a consciência fonológica e a motivação para a leitura. Assim, as actividades promovidas no jardim-de-infância devem ser organizadas de forma a fomentar estes conhecimentos e competências. O contacto com o livro, com diferentes suportes de material escrito e a exploração de histórias são algumas das actividades sugeridas pela investigação como facilitadoras. O programa “Falar, ler e escrever no jardim-de-infância” foi desenvolvido com os seguintes objectivos incrementar as competências relativas à organização do acto de leitura; desenvolver a linguagem oral; potenciar as conceptualizações sobre o código escrito; aprofundar as questões relacionadas com a consciência fonológica. Foi aplicado a todas as crianças de 5 anos de um agrupamento de escolas do concelho de Guimarães. Foi seleccionada uma amostra aleatória (n=26) com o objectivo de avaliar as trajectórias de mudança nas competências de literacia emergente do grupo de crianças; analisar em que medida os ganhos obtidos foram condicionados pelos desempenhos iniciais; analisar a estabilidade da mudança. Recorreu-se a um planeamento com medidas repetidas no tempo. Os resultados apontam para uma alteração significativa no desempenho das crianças ao longo do tempo, sendo que os ganhos foram superiores nas crianças que apresentavam resultados mais baixos no 1.º momento de avaliação. Os valores do coeficiente de correcção intraclasse indicam que as crianças mantêm as posições relativas no seio do grupo. São discutidos os resultados, apontando-se algumas limitações do presente estudo.
The concept of emergent literacy has emerged in recent decades by introducing a new perspective on the predictors of reading and writing, involving a new structure in the preschool. Understands that the child develops, very early, a set of skills that contribute to the acquisition of reading and writing. Its four key aspects of emergent literacy that should be developed: oral language, knowledge about print, phonological awareness and reading motivation. Thus, the activities promoted in the kindergarten should be organized to foster these skills and knowledge. Contact with the book, with different formats of written material and the exploration of stories are some of the activities suggested by research as facilitators. The "Speak, read and write in the kindergarten" was developed with the following objectives: boosting the skills for the organization of the act of reading, developing oral language; enhance the conceptualizations about written code; explore the issues related to phonological awareness. Was applied to all 5 years old children of a group of schools in the municipality of Guimarães. Was selected a random sample (n = 26) with the aim of evaluating the trajectories of change in emergent literacy skills of the children; examine to what extent the gains were constrained by the initial performances, to analyze the stability of change. Appealed to a planning session with repeated measures. The results indicate a significant change in children's performance over time, and the increases were greater in children who had lower scores in the first periods of assessment. The values of the intraclass correlation coefficient indicate that children's relative positions maintain in the group. The results are discussed, pointing out some limitations of this study.

The primary purpose of this study was to implement and evaluate two instructional programs designed to enhance early literacy skills of pre-kindergarten 4-year-olds enrolled in Head Start. A second goal was to compare literacy task assessment measures of three instructional groups, (1) explicit literacy instruction (ELI; N= 26), (2) shared book reading (SBR; N = 25), and (c) no specialized treatment (NST; N = 29), prior to the onset of treatment and again 15 weeks later. Pre-treatment group differences on measures of early literacy and receptive vocabulary were not significant. Intervention for the ELI group focused on providing explicit, systematic, developmentally appropriate instruction to enhance phonological awareness skills and increase alphabet knowledge. The SBR intervention, which focused on enhancing oral language, involved scaffolding strategies. Children in the two intervention groups received instruction two times per week for 15 weeks. Post-treatment outcome measures obtained for these two groups were compared with each other and also with scores of children in the NST group who received Head Start standard curriculum instruction only. ANOVA results indicated that post-treatment scores for the ELI group were significantly better than those of the other two groups on overall primary literacy measures and for the phonological awareness component, but not for alphabet knowledge. Differences between the SBR and NST groups were not significant for any measures. These results indicate that explicit, systematic early literacy instruction can improve Head Start children's literacy scores.
Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders.
"December 2006."
Includes bibliographical references (leaves 79-90)

Thesis (M.Ed.)--York University, 2003. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 187-196). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99297

This study investigated the effectiveness of an emotional intervention programme designed to improve the level of emotional literacy in a sample of preschool children. Thirty-five participants from two different preschools in Alexandra Township participated in the study, where one school operated as the experimental group and one as the control group. All participants completed the pretesting of the DANVA2 that measured salient components of emotional literacy. Two teachers from the experimental group attended a six-week Ububele-Persona Doll training programme at Ububele Psychotherapy Resource Centre and Educational Trust (Ububele). After using the Ububele-Persona Dolls in the classroom once a week for twelve weeks, all the participants completed the post-testing of the DANVA2. The programme was shown to significantly affect the level of emotional literacy of those children exposed to the intervention. At the conclusion of the research project, teachers from the control group were provided with free Ububele-Persona Doll training.

Dissertação de mestrado em Estudos da Criança (área de especialização em Intervenção Psicossocial com Crianças e Famílias)
Em Portugal, as dificuldades de aprendizagem da leitura afetam um número elevado de alunos e influenciam fortemente o seu desempenho, porque as competências de leitura são essenciais para a literacia das crianças (Ribeiro et al., 2016). Quando as dificuldades não são ultrapassadas, por norma, procede-se à retenção do aluno, o que pode levar ao abandono escolar precoce (Gonçalves, Viana & Dionísio, 2007; Rodrigues et al., 2017). Estas dificuldades tendem a manter-se ao longo da vida e, por sua vez, irão influenciar a vida profissional dos indivíduos e a sua inclusão e participação na sociedade (Ribeiro et al., 2016; World Literacy Foundation, 2015). As instituições de ensino têm um papel fulcral na promoção das práticas de literacia (Sim-Sim, 2001; Viana, Cruz & Cadime, 2017), devendo adaptar o seu funcionamento à sua realidade, através da promoção do acesso a recursos inovadores, como as TIC (Pereira, 2017; Sarmento, 2003; Viana, 2005). Na dissertação foi realizado um estudo de caso cujo objetivo é analisar o impacto da intervenção dinamizada junto de um aluno do 2º ano com dificuldades na aprendizagem da leitura. Antes da intervenção foram aplicados o ACL-1, o TLP-1 e o TCTMO-n-1. A intervenção foi planificada de acordo com os resultados da avaliação elaborada através da plataforma online «Ainda estou a aprender». Para além dos exercícios disponíveis na plataforma para o treino das competências de leitura, foi necessário a inclusão de exercícios complementares. As competências foram trabalhadas de modo articulado. Após a intervenção foram aplicados o TLP-2, o TCTMOn- 2, o TCTML-n-2, e o TFL. Os resultados na análise do pré-teste e do pós-teste indicaram evoluções na leitura de palavras e na fluência de leitura de textos, sendo necessário continuar a estimulação da compreensão. A avaliação da intervenção indicou progressos nas várias competências, à exceção do reconto oral. Através da intervenção e dos registos do diário de bordo foi possível perceber a influência de fatores emocionais, afetivos e motivacionais ao longo do processo.
In Portugal, learning difficulties in reading affect many pupils and strongly influence their performance, because reading skills are essential for children's literacy (Ribeiro et al., 2016). When difficulties are not overcome, the student is usually retained, which may lead to early school leaving (Gonçalves, Viana & Dionísio, 2007; Rodrigues et al., 2017). These difficulties tend to remain throughout life and, in turn, will influence individuals' working lives and their inclusion and participation in society (Ribeiro et al., 2016; World Literacy Foundation, 2015). Educational institutions play a central role in promoting literacy practice (Sim-Sim, 2001; Viana, Cruz & Cadime, 2017) and must adapt their functioning to their reality by promoting the access to innovative resources such as ICT (Pereira, 2017; Sarmento, 2003; Viana, 2005). In the dissertation a case study was carried out whose objective was to analyze the impact of the dynamized intervention with a 2nd year student with difficulties in learning to read. Prior to the intervention, ACL-1, TLP-1 and TCTMO-n-1 were applied. The intervention was planned according to the results of the evaluation prepared through the online platform «I am still learning». In addition to the exercises available on the platform for reading skills training, it was necessary to include complementary exercises. The competences were trained in an articulated manner. After the intervention, TLP-2, TCTMO-n-2, TCTML-n-2, and TFL were applied. The results in the pretest and posttest analyses indicated progresses in word reading and reading fluency, and the need to continue the stimulation of comprehension. The intervention indicated overall progress, except for oral retelling. Through the intervention and logbook records it was possible to understand the influence of emotional, affective and motivational factors throughout the learning process.

The effect of the academic literacy intervention programme on the SATAP English scores was evaluated. This study begins as a longitudinal study in the Faculty of Science, Engineering and Technology (FSET). 120 subjects from the Electrical, Civil, Building and Mechanical departments in the FSET were randomly selected to serve as an experimental group. The research design employed a quantitative methodology. Data was collected using the Standardised Assessment Tests for Access and Placement (SATAP) English Test. The test was administered to the experimental group as a pre- test and post-test measure at the beginning of the year and at the end of the year. The SPSS statistical programme with frequency tables and graphs was utilised to analyse the data obtained. The results indicated that the difference between the pre-test scores and the post-test scores was statistically significant. The post-test scores were significantly higher than the pre-test ones. It was concluded that the academic literacy intervention programme was effective in increasing the SATAP scores and therefore addressed some of the language needs of students.
Language Education Arts and Culture
M. Ed. (Adult Education)