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Thèses sur le sujet « Foundational Literacy »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

Okeyo, Alicia. "Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20504.

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The purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape for struggling Grade One learners at risk of falling into the Learning Achievement Gap. The process evaluation investigated the extent to which volunteers received adequate training to deliver the programme to learners, as well as the perceived benefits that volunteers gained from this experience. The outcome evaluation investigated the extent to which several literacy and psychosocial development indicators improved among

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Houser, Shelley A. PhD. "Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825.

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Kidd, Nita. "A levelled literacy intervention for foundation phase learners." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6682.

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Thesis (MEd)--University of Stellenbosch, 2011.<br>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

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Thomason, Gina Bennett. "The impact of the Ferst Foundation for Childhood Literacy on the home literacy environment." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Matshipi, Molimisi Gilbert, A. P. Kutame, and B. T. Gamede. "Teaching of literacy competencies to learners in overcrowded classrooms in the Mamaila circuit, Mopani district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1789.

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Dissertation submitted to the Faculty of Education in accordance with the requirements for the Master’s Degree in education in the Department of Foundations of Education, at the University of Zululand, 2018.<br>The aim of the study was to investigate the teaching strategies being used by teachers teaching literacy competencies in overcrowded classrooms of Mamaila Circuit primary schools. The study followed a qualitative approach. The design was a case study. The literacy competences were in the home language Sepedi and first additional language English. The grades covered by the study were gra

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Grigg, Denver. "A theory, implementation and short-term outcome evaluation of lifematters foundation's literacy intervention." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5911.

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Keramidas, Cathy Galyon, Kimberly Hale, and Angie Dugan. "The High Stakes Literacy Game: Improving Literacy of Children with Disabilities through Squishy Books." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/525.

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Research has provided ample evidence supporting the notion that interaction with books during early childhood enhances the development of reading skills (Bus, van IJzendorn, & Pellegrini, 1995; Dickinson & Smith, 1994; McKeown & Beck, 2004; Sénéchal & LeFevre, 2002). Additionally, we know there are substantial disparities in children’s experiences with language, vocabulary, and early literacy prior to entering kindergarten. These disparities have a lasting effect on later academic success (Catts, Hogan, & Fey, 2003; Hart & Risley, 1995: Snow, Burns, & Griffin, 1998). Children at greatest risk

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8

Mazibuko-Khuzwayo, Hellen Phindile. "Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1491.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Early Childhood Development at the University of Zululand, South Africa, 2015<br>South Africa’s performance in international benchmark tests is a major cause for concern for the country, raising questions about the effectiveness of the curriculum reform efforts and the literacy attainment levels of learners in the Foundation Phase. This study aims at exploring Foundation Phase learners’ attainment levels in IsiZulu Home Language due to their exposure

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9

Kyriakou, Poulheria. "Aristotle's "Poetics": its theoretical foundations and its reception in Hellenistic literary theory /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864485228575.

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10

Ngece, Someka Monica. "Investigating isiXhosa language literacy Practices in the foundation phase: an ethnographic case study in the Western Cape." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4157.

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Magister Artium - MA<br>This study investigated language literacy practices of Grade 3 teachers and learners in the Foundation Phase where isiXhosa was used as a medium of instruction. It explored the extent to which the instructional practices enhanced or hindered literacy development in the Grade 3 classroom in one school located in a disadvantaged area in the Western Cape. This study followed a qualitative ethnographic case study design. Qualitative data collection techniques, namely, classroom observations, interviews and document analysis were used to collect data for this study. The find

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Hale, Kimberly D. "Oral Language and Literacy Development: The Pediatrician’s Platform." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7031.

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12

Cremin, Kathleen Mary. "Women, domesticity and Irish writing : foundations for a new kitchen?" Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313905.

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13

Wainwright, Elizabeth N. "The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacy." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/576443.

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The introduction of the Foundation Phase gave a unique opportunity to study the interpretation and delivery of a play-based early childhood curriculum. This new curriculum saw the disappearance of Physical Education for pupils under the age of seven in Wales. Physical Education is acknowledged as more than the development of physical competence, being part of a process concerned with lifelong physical, intellectual, social and emotional learning accrued through a range of physical activities, in a variety of contexts (Doherty and Brennan, 2008). As such a goal of Physical Education is physical

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14

Schönborn, Konrad J., and Trevor R. Anderson. "Bridging the Educational Research-Teaching Practice Gap: Foundations for assessing and developing biochemistry students’ visual literacy." Linköpings universitet, Medie- och Informationsteknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59468.

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External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for interpreting and visualizing ERs. In this article, first we describe a model of seven factors influencing students’ ability to learn from ERs. Second, we use this model and relevant literature to identify eight cognitive skills central to visual literacy i

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Hale, Kimberly D. "University Students Provide Literacy Support in a Pediatric Clinic." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7041.

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Fish, T. R., and Cynthia R. Chambers. "Enhancing Adult Literacy and Community Participation for People with IDD." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3874.

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17

Harbin, Samuel L. "A model for theologically validating contemporary applications from Old Testament narratives a literary foundation /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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18

Mims, Pamela J. "Increasing Literacy Outcomes for Students with Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3238.

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This session will focus on providing literacy instruction to students with intellectual and developmental disabilities (IDD) through the use of story-based lessons of grade appropriate texts and systematic instruction of the five components of reading (i.e., phonemic awareness, phonics, comprehension, vocabulary, fluency). Specifically, participants will gain understanding of prompting literacy development through evidence based practices found effective for students with severe disability.

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Bara, Mlamli. "Early literacy development in IsiXhosa: Fostering grade 3 learners’ imagination and critical thinking through folktales." University of the Western Cape, 2021. http://hdl.handle.net/11394/8096.

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Magister Educationis - MEd<br>This study investigated the use of folktales in enhancing literacy development among Grade 3 isiXhosa-speaking learners in one Western Cape primary school. It was inspired by my quest to explain the low literacy performance levels of Foundation Phase learners, especially those taught through the medium of African languages. Although learners are taught in their mother-tongue in this phase, the reported national literacy results do not reflect this educational advantage. Education reports continually indicate low literacy levels in the Annual National Assessments (

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20

Hale, Kimberly D. "Talking It Up with Intention: Strengthening Parents’ Knowledge of Language and Early Literacy." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7029.

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21

Floyd, Kim, Colleen Wood-Fields, and Cathy Galyon Keramidas. "Creating Literacy Experiences for All Learners: Guide to Creating Digital, Adapted, and Squishy Books." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5827.

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Participants are encouraged to bring their computers to create a digital storybook with interactive elements. Attendees will participate in the creation of an adapted and squishy book to share in their classrooms, teacher preparation instruction or family workshops.

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Norris, Kimberly Jane. "Virginia's Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26293.

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Expectations for accountability have led policy makers to create standards designed to educate children to their highest potential. In addition to k-12 standards, the Commonwealth of Virginia created Foundation Blocks for a state-sponsored preschool program called the Virginia Preschool Initiative. This study included assessment of Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds as they relate to theories of Piaget, Vygotsky, and Rogoff. This assessment included play, scaffolded instruction, emergent literacy, and spatial reasoning. The Foundati

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23

Mims, Pamela J., Ann Meyer, Leah Wood, and Lynn Ahlgrim-Delzell. "Supporting Literacy Achievement for Students with Developmental Disabilities through Technology." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/182.

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24

Penland, Kim. "Teacher Perceptions of the Daily 5 Literacy Routine: A Case Study." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6473.

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Even with extensive literacy research, routines, and policy modifications, many elementary students are not provided with the needed tools to develop independent literacy skills. Therefore, the purpose of this qualitative case study was to examine what independent literacy behaviors are developing in first through fourth grade students to determine whether the Daily 5 framework is developing the desired independent literacy skills in those students. Based on Vygotsky's social development theory, the Daily 5 literacy routine teaches students five essential habits to develop independent literacy

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25

Hailstones, Milson Donald. "The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1584.

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26

Rutgers, Linda. "Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71912.

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Thesis (PhD)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead innovative and appropriate literacy instruction in schools. Schools can benefit from suitable continuous professional development strategies that have the potential to build the leadership capacity of literacy teachers to sustain literacy improvement efforts. Coaching has proven to be an effective development strategy in the business sector and in the field of sport. However, the field of coaching in the educationa

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Mims, Pamela J. "Using Thematic Literacy Units to Address Transition Skills for Students with Severe Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3233.

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We will demonstrate strategies for designing literacy instruction for secondary students with severe disabilities using personally relevant content. Learn how to choose meaningful texts/digital media for age-appropriate social skills and transition skills, strategies and resources, and how to teach content to diverse learners.

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Marks, Lori J., and Tina M. Hudson. "Peer Assisted Learning Strategies for Reading and Content Area Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3672.

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29

Searl, Robert M. "Getting the word in edgewise laying a foundation for biblical literacy for the youth group of the University Baptist Church /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Hale, Kimberly D. "Steps to Establishing a Reach Out and Read Early Literacy Program in Your Pediatric Clinic." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7028.

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31

Siyothula, Ayanda. "Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6963.

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Magister Educationis - MEd<br>Reading is one of the components of literacy that plays a crucial role in accessing knowledge. It develops the children’s mind and stimulates their understanding of the reading content and enables them to function and communicate effectively in society. Research conducted in the field of literacy suggests that there is a literacy crisis (especially in reading), around the world. Recent research indicates that South African Foundation Phase learners perform poorly in reading comprehension. Considering poor literacy results observed in South Africa, it is important

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Hale, Kimberly D. "Working Together to Promote Literacy One Book and One Child at a Time: Promising Practices from Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7026.

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Swart, Marika. "Adapting instruction to meet the individual needs of foundation phase readers and writers." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6804.

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Thesis (MEd)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the use of isolated item-based literacy teaching methods. However, the low literacy levels in the Western Cape primary grades do not indicate successful literacy learning. Therefore, this study seeks to implement alternative approaches to fostering literacy comprehension, such as socio-cognitive processing and constructivist approaches, which are more in line with current research than the traditional items based models of literacy instructi

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Timbs, Adam E. "“All the Foundation of the Earth becomes Desolate” Tracing Icelandic and Anglo-Saxon connections through a Shared Literary Frontier." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3420.

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The mythology of migration is deeply integral to the medieval Germanic societies peopling Northern Europe and the island nations of the North Sea. Anglo-Saxon and Icelandic society construct their identities through a memory of migration that takes places within a frontier that is mythic and historical in scope. By surveying eco-critical components of Anglo-Saxon poems such as “The Wife’s Lament” and “The Husband’s Message” alongside the Icelandic sagas Egil’s saga and The Vinland sagas, a shared tradition of the frontier ideal is revealed.

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35

Jönsson, Bodil. "Pedagogers högläsning : Ett outnyttjat pedagogiskt verktyg." Thesis, Stockholm University, Stockholm University, Department of Human Development, Learning and Special Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26422.

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<p>Detta examensarbete lyfter fram sju olika lärares kunskap om högläsning och på vilket sätt de medvetet använder sig av högläsning i sin undervisning. Avsikten är att lyfta fram hur pedagoger som undervisar yngre barn arbetar med att läsa högt för sina elever.</p><p> </p><p>Aktuell forskning kring grundläggandet av läs- och skrivutvecklingen påvisar betydelsen av att läsa högt för små barn. Undersökningens resultat visar att lärare upplever högläsning som ett bra och mångsidigt pedagogiskt redskap. Det framgår dock att de pedagoger med längst yrkeserfarenhet och högst utbildning är de som an

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36

Mims, Pamela J. "Promoting Emergent Literacy for Students with Significant Disabilities and Autism Through Shared Stories and Adapted Books." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/211.

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37

Van, der Merwe Zelda Elizabeth. "An analysis of what and how reading literacy components are included and taught within a foundation phase teacher preparation programme / van der Merwe, Z." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7578.

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National and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research based findings and recommendations point to the fact that evidence–based research and integrated approaches should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre–service teachers toward a coherent knowledge base for the effective teaching of reading as teachers do not have an understanding of what to teach or how to teach it. Literature identi

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Hale, Kimberly D. "Developmental Trajectories, Experiences, and Reading: You Know More Than You Think." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7032.

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Blease, Bernita. "Exploring writing practices in two foundation phase rural multigrade classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.

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A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014<br>Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap betwee

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Stanger, Carol, Pamela J. Mims, Leah Wood, and Lynn Ahlgrim-Delzell. "Supporting Literacy Achievement for Students with Intellectual Disability and Autism through Curricular Programs that Incorporate Assistive Technology." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/302.

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Education professionals are challenged with re-evaluating the learning capacity of students with developmental disabilities (e.g., intellectual disabilities, autism). Assistive technology (AT) provides both the means for delivery of instruction and the measure of outcomes. Students with developmental disabilities are learning to read and develop general education English Language Arts (ELA) skills across the grade span. This article summarizes ten selected research studies that demonstrate gains of students with developmental disabilities, including individuals who use augmentative and alterna

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Mims, Pamela J., Angel Lee, and Diana D. Browder. "Access Language Arts: WRITE iPad Application." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/320.

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A researched and standards-based approach for secondary students practicing reading and writing skills Product Features: Prompts students to write grade-aligned opinion paragraphs for nonfiction and fiction Improves reading comprehension and vocabulary development Use as a complement to Teaching to Standards: English Language Arts or a stand-alone program Also available as the Access Language Arts: WRITE iPad App

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42

Pennington, Robert, and Pamela J. Mims. "The Kids Will Have Their Say: Teaching Children with MSD/ASD to Write Opinions about Text." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3232.

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In this session, the presenters will describe the results of three studies involving the use of technology and response prompting to teach children with MSD/ASD to write their opinions about text. Further, they will describe the technology used and how it may be applied to other skills.

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Mims, Pamela J. "Using Evidence to Guide Practice: Justifying Inclusion for All." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3236.

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Please join us for the keynote session to learn more about justifying inclusion for all students. The Philosophy of Least Dangerous Assumption, coupled with evidence-based practices, data collection, and data-based decision making, has provided a model for meaningful inclusion of students with a wide range of disabilities in the general education curriculum and classroom. New research on providing accessible grade aligned content has highlighted prior expectations which have shown that all too often an inadvertent glass ceiling has been placed on the achievement of students with disabilities.

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Mims, Pamela J. "Providing Meaningful Grade Aligned ELA to All." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3237.

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Students with intellectual disabilities and autism have been underexposed to grade aligned English/Language Arts (ELA) content, including literacy. This session highlights research to guide participants’ practice in implementing meaningful grade aligned ELA content such as vocabulary, opinion writing, comprehension of fiction and nonfiction text, and student led research for students with low incidence disabilities. A presentation of evidence-based practices such as the use of technology, grade aligned adapted fiction and nonfiction text, and systematic instruction will be featured, as well as

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Mims, Pamela J. "A Technology and Systematic Instruction Based Approach to Teaching Grade Aligned ELA Skills: Results from a Year Long Randomized Control Trial." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/168.

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46

Miller, Kevin J., Belva Collins, Margaret Bausch, Ginevra Courtrade, Cathy Gaylon Keramidas, and Pamela J. Mims. "Skills and Attributes for Becoming an Effective Leader." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3231.

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Leadership positions, whether as program coordinator, department chair, associate dean, or dean, are complex and filled with ambiguity. Leaders in varying leadership positions from four universities offer prospective and current academic leaders a forum to discuss skills and attributes needed to transition to leadership positions and become effectiveleaders.

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Mims, Pamela J. "IES SBIR Funded Project Presentation." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3235.

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48

Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, and Diane M. Browder. "Access Language Arts iPad App." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/321.

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A researched and standards-based program for secondary students learning language arts skills Product Features: Complements Teaching to Standards: English Language Arts Includes eight pieces of adapted literature with read-aloud function Features age-appropriate literature likeHoles and Number the Stars Provides vocabulary, prediction, and reading activity for each story Incorporates progress monitoring, constant time-delay procedure, and least intrusive prompting Also available as the Access Language Arts Software

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Knight, Victoria, Pamela J. Mims, and Jenny Root. "Addressing Multiple Priorities in Academic Core Content Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3234.

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Secondary teachers of students with extensive support needs are tasked with helping their students prepare for successful post-secondary outcomes by setting and making progress toward meaningful goals related to self-determination, social and communication skills, and other individualized needs. Federal law also mandates that teachers provide academic core content instruction that is aligned with grade level standards, and recent federal rulings (e.g., Endrew v. Douglas County) have highlighted the need for instruction to be specially designed based on the unique needs of individual students w

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Mims, Pamela J., Carol Stranger, Julie A. Sears, and Wendee B. White. "Applying Systematic Instruction to Teach ELA Skills Using Fictional Novels in an iPad App: Results from a Study on Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3227.

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Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence-based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the interve

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