Fast-tracking the literacy development in street children: A reading and writing project for street children

dc.creator	Renee R Nathanson
dc.date	2011-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:55Z
dc.date.available	2015-07-20T22:07:55Z
dc.identifier	10.5785/25-1-26
dc.identifier	0259-2312
dc.identifier	2224-0012
dc.identifier	https://doaj.org/article/f220a09213e347c6ab974502a8274ac8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11597
dc.identifier.uri	https://doaj.org/article/f220a09213e347c6ab974502a8274ac8
dc.description	<em>The Education for All Global Monitoring Report 2007 revealed that seventy-seven million children of primary school age are not enrolled in schools. Furthermore, despite continued reforms at the primary level, too many school-going children drop out early or do not reach minimal learning standards. This paper describes a collaborative project between researchers at Stellenbosch University and Georgia State University to raise the literacy levels of street children in a unique school in the Western Cape. Given that traditional scientific models have not been successful in raising literacy levels in South African schools, the project implemented a flexible teaching framework in which instructional decisions were based on careful observation of individual children’s reading and writing behaviours (Clay, 2005; McEneaney, Lose & Schwartz, 2006). It was assumed that the insights gained from working with children who had no prior literacy experiences would benefit other low-performing schools. The literacy levels of grade one children in the street-school were assessed at intervals over a one-year period. The results showed that the children were making good progress and that the rate of literacy learning accelerated. Finding ways to integrate scholarship, practice and community development could build capacity for continuous improvements in literacy standards.</em>
dc.language	English
dc.publisher	Stellenbosch University
dc.relation	http://perlinguam.journals.ac.za/pub/article/view/26
dc.relation	https://doaj.org/toc/0259-2312
dc.relation	https://doaj.org/toc/2224-0012
dc.source	Per Linguam : A Journal of Language Learning, Vol 25, Iss 1 (2011)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Fast-tracking the literacy development in street children: A reading and writing project for street children
dc.type	Article