Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training
Description of an intervention programme designed to support the transition to English as the medium of instruction in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was modified in an attempt to fast-track the learners to literacy levels more appropriate to their grade. The paper briefly considers some of the reasons for the initial poor literacy
performance and provides a model for literacy development in high-poverty contexts in order to minimise the need to play catch-up in the Intermediate Phase.
Author(s):
Pretorius, E.J.
References
Pretorius, E.J. 2014. Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training. Perspectives in Education, Volume 32, Number 1, pp. 51-76
pretorius-2014-supporting-transition-or-playing-catch-up-in-gr4.pdf - 407 KB
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