The emergent literacy development of pre-schoolers and their home supports for literacy

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dc.contributor.advisorMalan, Karen Cecileen_ZA
dc.contributor.advisorSonn, Fanieen_ZA
dc.contributor.authorWillenberg, Ingrid Antheaen_ZA
dc.date.accessioned2017-08-01T13:46:02Z
dc.date.available2017-08-01T13:46:02Z
dc.date.issued1996en_ZA
dc.date.updated2017-05-05T12:17:26Z
dc.description.abstractThe aim of the study was to assess the emergent literacy knowledge of a group of South African pre-schoolers from low and low-middle class families and to explore their home supports for literacy. The sample comprised 24 subjects, aged between 5 years 9 months and 6 years 5 months. Sixteen of the subjects were from low-middle class families, while the remaining eight were from low-class families. The emergent literacy knowledge of the children was assessed using the Emergent Literacy Assessment Profile (ELAP), which was developed for the purpose of this study. The profile included subtests derived and modified from existing batteries developed elsewhere in the world for assessment of emergent literacy. The children's home supports for literacy were ascertained by means of personal interviews conducted with the parents in their home environments. Although both groups exhibited poor emergent literacy knowledge in general, it was found that there were statistically significant differences in the performance of the two groups on several subtests of the ELAP. The group of children from low-middle class families displayed relatively better literacy knowledge than their counterparts from low-class families. This group (i.e. the low-middle class group) also had better access to home supports for literacy. Thus, differences in home supports for literacy were strongly linked to differences in socio-economic status. The findings of the study confirm the much documented finding that home environments impact greatly on children's emergent literacy development. The finding that even the children with relatively more favourable home environments displayed deficits in emergent literacy knowledge indicates the urgent need to promote the emergent literacy development of pre-schoolers in South Africa, particularly those from historically disadvantaged communities. This has implications for parents, teachers, educare workers, librarians and speech-language therapists, inter alia.en_ZA
dc.identifier.apacitationWillenberg, I. A. (1996). <i>The emergent literacy development of pre-schoolers and their home supports for literacy</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders. Retrieved from http://hdl.handle.net/11427/24829en_ZA
dc.identifier.chicagocitationWillenberg, Ingrid Anthea. <i>"The emergent literacy development of pre-schoolers and their home supports for literacy."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders, 1996. http://hdl.handle.net/11427/24829en_ZA
dc.identifier.citationWillenberg, I. 1996. The emergent literacy development of pre-schoolers and their home supports for literacy. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Willenberg, Ingrid Anthea AB - The aim of the study was to assess the emergent literacy knowledge of a group of South African pre-schoolers from low and low-middle class families and to explore their home supports for literacy. The sample comprised 24 subjects, aged between 5 years 9 months and 6 years 5 months. Sixteen of the subjects were from low-middle class families, while the remaining eight were from low-class families. The emergent literacy knowledge of the children was assessed using the Emergent Literacy Assessment Profile (ELAP), which was developed for the purpose of this study. The profile included subtests derived and modified from existing batteries developed elsewhere in the world for assessment of emergent literacy. The children's home supports for literacy were ascertained by means of personal interviews conducted with the parents in their home environments. Although both groups exhibited poor emergent literacy knowledge in general, it was found that there were statistically significant differences in the performance of the two groups on several subtests of the ELAP. The group of children from low-middle class families displayed relatively better literacy knowledge than their counterparts from low-class families. This group (i.e. the low-middle class group) also had better access to home supports for literacy. Thus, differences in home supports for literacy were strongly linked to differences in socio-economic status. The findings of the study confirm the much documented finding that home environments impact greatly on children's emergent literacy development. The finding that even the children with relatively more favourable home environments displayed deficits in emergent literacy knowledge indicates the urgent need to promote the emergent literacy development of pre-schoolers in South Africa, particularly those from historically disadvantaged communities. This has implications for parents, teachers, educare workers, librarians and speech-language therapists, inter alia. DA - 1996 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1996 T1 - The emergent literacy development of pre-schoolers and their home supports for literacy TI - The emergent literacy development of pre-schoolers and their home supports for literacy UR - http://hdl.handle.net/11427/24829 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/24829
dc.identifier.vancouvercitationWillenberg IA. The emergent literacy development of pre-schoolers and their home supports for literacy. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders, 1996 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/24829en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDivision of Communication Sciences and Disordersen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherSpeech and Language Pathologyen_ZA
dc.titleThe emergent literacy development of pre-schoolers and their home supports for literacyen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMSc (Med)en_ZA
uct.type.filetype
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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