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The influence of a school readiness program on the language and phonological awareness skills of preschool children in rural areas of South Africa.

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Title: The influence of a school readiness program on the language and phonological awareness skills of preschool children in rural areas of South Africa.
Authors: de Witt, Marike1, Lessing, Ansie1
Source: Australasian Journal of Early Childhood. Mar2016, Vol. 41 Issue 1, p106-114. 9p. 3 Charts.
Subject Terms: *Readiness for school, *Education & society, *Intervention (Social services), Services for preschool children, Social conditions of developing countries, Twenty-first century
Abstract: MANY CHILDREN IN DEVELOPING countries are exposed to multiple risks for poor development due to poverty and associated poor health and nutrition. These factors, as well as insufficient knowledge of the prerequisites for emergent literacy and school readiness on the side of parents and practitioners, may contribute to the weak reading achievement of learners. The question underlying this research was formulated as follows: Will the phonological awareness of preschool children improve after the application of an intervention program to empower practitioners to support the preschoolers? A program, 'Growing to Read', was developed and conducted in a number of workshops. The aim of this article is to reflect on the results of the application of the program. Findings indicate an improvement in the language and phonological awareness skills of the children who participated in the program when compared to children who did not follow the program. [ABSTRACT FROM AUTHOR]
Copyright of Australasian Journal of Early Childhood is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: The influence of a school readiness program on the language and phonological awareness skills of preschool children in rural areas of South Africa.
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  Data: <searchLink fieldCode="AR" term="%22de+Witt%2C+Marike%22">de Witt, Marike</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lessing%2C+Ansie%22">Lessing, Ansie</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Early+Childhood%22">Australasian Journal of Early Childhood</searchLink>. Mar2016, Vol. 41 Issue 1, p106-114. 9p. 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+%26+society%22">Education & society</searchLink><br />*<searchLink fieldCode="DE" term="%22Intervention+%28Social+services%29%22">Intervention (Social services)</searchLink><br /><searchLink fieldCode="DE" term="%22Services+for+preschool+children%22">Services for preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Social+conditions+of+developing+countries%22">Social conditions of developing countries</searchLink><br /><searchLink fieldCode="DE" term="%22Twenty-first+century%22">Twenty-first century</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: MANY CHILDREN IN DEVELOPING countries are exposed to multiple risks for poor development due to poverty and associated poor health and nutrition. These factors, as well as insufficient knowledge of the prerequisites for emergent literacy and school readiness on the side of parents and practitioners, may contribute to the weak reading achievement of learners. The question underlying this research was formulated as follows: Will the phonological awareness of preschool children improve after the application of an intervention program to empower practitioners to support the preschoolers? A program, 'Growing to Read', was developed and conducted in a number of workshops. The aim of this article is to reflect on the results of the application of the program. Findings indicate an improvement in the language and phonological awareness skills of the children who participated in the program when compared to children who did not follow the program. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Australasian Journal of Early Childhood is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=115168652
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        Value: 10.1177/183693911604100114
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      – Code: eng
        Text: English
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        PageCount: 9
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      – SubjectFull: Readiness for school
        Type: general
      – SubjectFull: Education & society
        Type: general
      – SubjectFull: Intervention (Social services)
        Type: general
      – SubjectFull: Services for preschool children
        Type: general
      – SubjectFull: Social conditions of developing countries
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      – SubjectFull: Twenty-first century
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      – TitleFull: The influence of a school readiness program on the language and phonological awareness skills of preschool children in rural areas of South Africa.
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              Text: Mar2016
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              Y: 2016
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