Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme

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dc.contributor.advisorLouw-Potgieter, Johaen_ZA
dc.contributor.authorOkeyo, Aliciaen_ZA
dc.date.accessioned2016-07-20T07:08:21Z
dc.date.available2016-07-20T07:08:21Z
dc.date.issued2016en_ZA
dc.description.abstractThe purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape for struggling Grade One learners at risk of falling into the Learning Achievement Gap. The process evaluation investigated the extent to which volunteers received adequate training to deliver the programme to learners, as well as the perceived benefits that volunteers gained from this experience. The outcome evaluation investigated the extent to which several literacy and psychosocial development indicators improved amongst children who took part in The Wordworks Early Literacy Programme (ELP). Secondary data from volunteer programme records such as attendance of training sessions, volunteers' reasons for leaving the programme where applicable, and a Volunteer Feedback survey detailing perceived benefits of volunteering, were analysed to ascertain the volunteer outcomes. Secondly, data from learner assessments measuring changes in literacy indicator variables (such as letter knowledge, sentence construction ability, and reading ability), in 3 cohorts of learners enrolled in the programme, were analysed. Cohort 1 consisted of the 2014 12-month programme, Cohort 2 of the 2014 6-month programme and Cohort 3 of the 2015 6-month programme. Thirdly, qualitative data from responses given in a Teachers Feedback survey, detailing perceived changes in learner psychosocial well-being, were analysed.en_ZA
dc.identifier.apacitationOkeyo, A. (2016). <i>Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,Institute for Monitoring and Evaluation. Retrieved from http://hdl.handle.net/11427/20504en_ZA
dc.identifier.chicagocitationOkeyo, Alicia. <i>"Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme."</i> Thesis., University of Cape Town ,Faculty of Commerce ,Institute for Monitoring and Evaluation, 2016. http://hdl.handle.net/11427/20504en_ZA
dc.identifier.citationOkeyo, A. 2016. Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Okeyo, Alicia AB - The purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape for struggling Grade One learners at risk of falling into the Learning Achievement Gap. The process evaluation investigated the extent to which volunteers received adequate training to deliver the programme to learners, as well as the perceived benefits that volunteers gained from this experience. The outcome evaluation investigated the extent to which several literacy and psychosocial development indicators improved amongst children who took part in The Wordworks Early Literacy Programme (ELP). Secondary data from volunteer programme records such as attendance of training sessions, volunteers' reasons for leaving the programme where applicable, and a Volunteer Feedback survey detailing perceived benefits of volunteering, were analysed to ascertain the volunteer outcomes. Secondly, data from learner assessments measuring changes in literacy indicator variables (such as letter knowledge, sentence construction ability, and reading ability), in 3 cohorts of learners enrolled in the programme, were analysed. Cohort 1 consisted of the 2014 12-month programme, Cohort 2 of the 2014 6-month programme and Cohort 3 of the 2015 6-month programme. Thirdly, qualitative data from responses given in a Teachers Feedback survey, detailing perceived changes in learner psychosocial well-being, were analysed. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme TI - Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme UR - http://hdl.handle.net/11427/20504 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/20504
dc.identifier.vancouvercitationOkeyo A. Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme. [Thesis]. University of Cape Town ,Faculty of Commerce ,Institute for Monitoring and Evaluation, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20504en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentInstitute for Monitoring and Evaluationen_ZA
dc.publisher.facultyFaculty of Commerceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherProgramme Evaluationen_ZA
dc.titleStrengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programmeen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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