Promoting emergent literacy in under-served preschools using environmental print

South African Journal of Communication Disorders

Field Value
Title Promoting emergent literacy in under-served preschools using environmental print
Creator Giacovazzi, Lauraine Moonsamy, Sharon Mophosho, Munyane
Subject Speech Pathology; Education collaboration; emergent literacy; environmental print; under-served preschools; SLT
Description 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.
Publisher AOSIS
Contributor not applicable
Date 2021-05-17
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — mixed methods comparative
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajcd.v68i1.809
Source South African Journal of Communication Disorders; Vol 68, No 1 (2021); 11 pages 2225-4765 0379-8046
Language eng
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Rights Copyright (c) 2021 Lauraine Giacovazzi, Sharon Moonsamy, Munyane Mophosho