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Supporting Emergent Literacy in Print Bereft Rural Communities

Marina Van Der Ryst

Karen Van Niekerk

University of Pretoria

Morongwe Ramarumo

Mofolo Village, South Africa

Yvonne Winerc

University of Southern Queensland, Australiac

This multi-site, multi-method project consisted of a situation analysis in four phases, and culminated in a programme which is an example of the kind of systems-intervention needed to break the illiteracy cycle in a rural print bereft community context. Action research was conducted within a participatory empowering framework, employing qualitative methods underpinned by the epistemological bases of ethnography. The results proved that a programme based on appropriate principles can be effective in establishing and enhancing the emerging literacy behaviours of black nursery-school children. The latter compared favourably with older Grade One children after a 23-week exposure to the programme, implemented by caregivers who, although not fully literate themselves, were empowered by way of in-service training to support emergent literacy.

School Psychology International, Vol. 15, No. 1, 23-37 (1994)
DOI: 10.1177/0143034394151002


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