The low literacy levels achieved by deaf children are of ongoing concern for
educators and researchers alike. This study aims to further enhance understanding of
issues that might impact on children’s literacy learning by focusing on a description of home-based literacy experiences of severely to profoundly deaf preschoolers as provided by their hearing parents. Parents of 29 preschool deaf children were selected to complete a questionnaire, which was based on four identified literacy contexts: the
physical and functional context, the language context, the affective context, and the educational context. Results indicated that the children are exposed to literacy-rich home environments. Limitations in the quantity and quality of text-based interaction between the deaf preschoolers, their hearing parents, and older siblings were identified. Furthermore, parents regarded development of language and communication as more important than early acquisition of literacy skills. Parents assigned the greatest responsibility in teaching literacy skills to teachers.
This article reports on a study of pre-service teachers’ literacy narratives
in a South African institution of higher learning. Literacy self-narratives of
57 students were collected and analysed for categories and themes ...
Ebersohn, L. (Liesel); Joubert, Ina; Prinsloo, Yolanda; Kriegler, Susan(Suid Afrikaanse Akademie vir Wetenskap & Kuns, 2014-06)
In Suid-Afrika word niemoedertaalonderrig op hoërskoolvlak bemoeilik deur leerders se beperkte vaardigheid in Engels as kognitiewe akademiese taal. Taalonderwysers aan hoërskole beskik nie oor die kundigheid om leerders ...
It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions ...