A review of South African primary school literacy interventions from 2005 to 2020

South African Journal of Childhood Education

Field Value
Title A review of South African primary school literacy interventions from 2005 to 2020
Creator Meiklejohn, Cathryn Westaway, Lise Westaway, Ashley F.H. Long, Kelly A.
Subject — Education; literacy; literacy intervention; primary schools; South Africa
Description Background: Learner performance in literacy in the primary education sector is in a state of crisis in South Africa. Whilst many more learners have physical access to education post-1994, the quality of education remains polarised along socio-economic lines. This article sets out to engage with current literature on literacy interventions implemented in South Africa in order to develop an understanding of the key features of interventions, which affect positive change.Aim: This review provides an overview of the scope and type of primary school-level literacy interventions embarked upon in the last 15 years in South Africa. An analysis of some of the key findings on the impact of these interventions is provided.Method: A systematic review was conducted using the key words ‘literacy intervention’ and ‘reading intervention’. The selection of articles was further refined with a specific focus on primary school interventions in South Africa.Results: The review focuses on specific literacy interventions where ‘intervention’ is defined as active and purposeful engagement to improve decoding, vocabulary, fluency and/or comprehension of primary school learners. This article reviews the documented literacy interventions and draws out some of the key features of successful interventions. It also makes broader reflective comments about what this exercise reveals about the state of literacy interventions in South Africa.Conclusion: Interventions have generally been ad hoc and uncoordinated and have not wrought systemic change. Moving forward in a coordinated manner must be based amongst other things on learning from interventions that have been reviewed here.
Publisher AOSIS
Date 2021-08-19
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Review
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v11i1.919
Source South African Journal of Childhood Education; Vol 11, No 1 (2021); 11 pages 2223-7682 2223-7674
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://sajce.co.za/index.php/sajce/article/view/919/1908 https://sajce.co.za/index.php/sajce/article/view/919/1909 https://sajce.co.za/index.php/sajce/article/view/919/1910 https://sajce.co.za/index.php/sajce/article/view/919/1911
Coverage — 2005-2020 —
Rights Copyright (c) 2021 Cathryn Meiklejohn, Lise Westaway, Ashley F.H. Westaway, Kelly A. Long https://creativecommons.org/licenses/by/4.0