Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes

Abstract

According to the International Association for the Evaluation of Educational Achievement’s (IEA) Progress in International Reading Literacy Study (PIRLS) 2016 report, South Africa ranked last among 50 countries in reading literacy, with only 78% of learners achieving the minimum benchmark for reading comprehension. This alarming statistic highlights the systemic issues in the educational system, which are exacerbated for learners with dyslexia who already struggle with writing and reading. The PIRLS study also revealed significant disparities in reading performance based on socio-economic factors, indicating that learners from disadvantaged backgrounds are at a greater risk of experiencing learning difficulties. Context is essential when considering intervention strategies such as the RAVE-O programme, which provides targeted support for dyslexic learners in inclusive classrooms. The study suggested intervention strategies for dyslexic learners using the RAVE-O intervention programme, which emphasises retrieval, automaticity, vocabulary elaboration, and orthography. Non-probability purposive sampling was used to identify two inclusive schools in the Gauteng Province, one in the Ekurhuleni region and the other in Tshwane. Twelve Foundation Phase educators, six from each school, two being in managerial positions namely the Departmental Head and Headmistress were the study’s primary participants. Learners were included as secondary participants, providing additional perspectives relevant to the research objectives. The study adopted a qualitative participatory action research (PAR) study design within an interpretivist paradigm. The conceptual framework from David Ausubel’s Meaningful Learning Theory served as a lens by emphasising that learners seek to make sense of their interactions by attaching new knowledge to what they already know. The Asset-Based approach provided insights into the barriers within the learning context and identified the resources available to educators and learners and how to use them. The data was collected through focus groups, observations, document analysis and semi-structured interviews. The findings suggest that the Foundation Phase educators had a limited understanding of dyslexia. The findings further revealed that the District Based Support Teams (DBSTs) did not adequately support educators in offering training and resources to assist them with appropriate intervention strategies for the diagnosed learners. It is recommended that educators in inclusive schools receive training on dyslexia, including how to identify and observe its signs in the classroom, steps to be taken before formal diagnosis, and how to provide intervention once diagnosed using the RAVE-O intervention programme.

The primary research question that guided the study was: - How can the RAVE-O programme be used to support learners with dyslexia in inclusive Foundation Phase classes?

The following sub-questions guided this study: - How do educators in Foundation Phase inclusive classes conceptualise dyslexia? - How do Foundation Phase educators perceive their role in teaching and supporting learners with dyslexia? - What support do Foundation Phase educators in inclusive schools require to enhance the academic progress of dyslexic learners? - What programmes do educators use as intervention strategies for learners diagnosed with dyslexia?