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Direct linkWhite, Zainab U.; Toste, Jessica R.; Filderman, Marissa J. – Elementary School Journal, 2023
Literacy is essential to the development of any nation. Despite foreign aid to support education initiatives in Africa, high rates of illiteracy persist. This synthesis examined the extent to which early literacy intervention research has been conducted in Africa and the effects of these interventions on reading outcomes for students in…
Descriptors: Foreign Countries, Kindergarten, Young Children, Elementary School Students
Manten, Aileen; le Roux, Mia; Geertsema, Salomé; Graham, Marien – Australasian Journal of Early Childhood, 2020
This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language…
Descriptors: Emergent Literacy, English (Second Language), Second Language Learning, Foreign Countries
Download full textSchaefer, Maxine; Kotzé, Janeli – South African Journal of Childhood Education, 2019
Background: Many South African children attend African language medium of instruction (MOI) schools, learn English as an additional language and switch to English MOI three years later. There is still much to be researched about how a child's first and second language literacy develops over time in South Africa. Aim: This study aims to outline the…
Descriptors: Emergent Literacy, Beginning Reading, Reading Skills, Elementary School Students
