SciELO - Scientific Electronic Library Online

 
vol.68 issue1The hearing function of sound engineers: A hearing conservation perspectivePerspectives and practices of ototoxicity monitoring author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Communication Disorders

On-line version ISSN 2225-4765
Print version ISSN 0379-8046

Abstract

GIACOVAZZI, Lauraine; MOONSAMY, Sharon  and  MOPHOSHO, Munyane. Promoting emergent literacy in under-served preschools using environmental print. S. Afr. J. Commun. Disord. [online]. 2021, vol.68, n.1, pp.1-11. ISSN 2225-4765.  http://dx.doi.org/10.4102/sajcd.v68i1.809.

BACKGROUND: Children from under-served communities are at risk for delayed spoken language and literacy development. Under-served preschools frequently contend with lack of resources, especially with regard to access to age-appropriate storybooks and/or print resources. Environmental print is a cost-effective material that can be used to stimulate emergent literacy skills. In the context of under-served communities, a collaborative approach and mentorship between preschool teachers and Speech-Language Therapists (SLTs) promote language and literacy development. OBJECTIVES: This article's purpose is two-fold; firstly, to discuss the use of environmental print as a stimulus material to promote emergent literacy in preschoolers in under-served preschools. Secondly, to promote the SLT's involvement in such education initiatives METHOD: A mixed-method, comparative intervention research design, was reported in this article. A pre- and post-test design was employed, with data collected before and after a teacher-based intervention. RESULTS: Participants in the intervention group displayed increased scores on the Concepts About Print (CAP) assessment, participants in the comparison group showed no change in scores using the same assessment over the same time period. CONCLUSION: A short-term, teacher-based intervention using environmental print with SLT mentoring and collaboration promoted preschool children's emergent literacy skills. Implications include the value of using environmental print as a teaching material and the positive impact of collaboration between SLTs and teachers to promote emergent literacy in preschool children.

Keywords : collaboration; emergent literacy; environmental print; under-served preschools; SLT.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License