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dc.contributor.advisorBrooks, M.
dc.contributor.authorDrennan, Lisa Michelle
dc.date.accessioned2015-10-01T10:00:28Z
dc.date.available2015-10-01T10:00:28Z
dc.date.issued2011-01
dc.identifier.urihttp://hdl.handle.net/11660/1322
dc.description.abstractThis dissertation explores the benefits of nurturing early literacy which are increasingly being recognized. Many language practitioners (Snow, Barnes, Chandler, Goodman and Hemphill, 1991; Gestwicki, 1997; Krashen, 2004; White, 2005; Morrow, 2007) emphasise that withholding instruction in reading and literate behaviour until schoolgoing age results in children being unprepared for the rigours of school. Intervention should therefore commence as early as possible (Auerbach and Roche, 1971; Brierley, 1987; Essa, 2007; de Witt, 2009) to ensure school readiness and to pave the way for a successful transition into Grade R. At present, it is compulsory for South African learners to begin school in Grade R. This is a government endeavour to ensure that all learners have at least one compulsory year of kindergarten tuition. However, the years preceding Grade R are the most important in terms of acquiring emergent literacy skills (Hechinger, 1966; National Research Council, 1998; Barbarin and Richter 2001; Arnold and Doctoroff, 2003), and urgent attention should therefore also be paid to nurturing literacy during these crucial years. Clearly, children from less advantaged backgrounds who receive little or no stimulation involving printed matter start Grade R at a severe disadvantage as opposed to children who regularly attend pre-school and have literate parents who spend ample time reading to their children. This study highlights ways in which parents and caregivers can significantly alleviate this disadvantage simply by reading to children and by exposing them to a literate environment. Reading to children provides an immensely powerful tool for teaching crucial skills such as page-turning, reading from left to right with return sweeps, following words and understanding basic narrative structures (Bloch, 1996; Ntuli and Pretorius, 2005; Joubert et al, 2008).en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectEmergent literacyen_ZA
dc.subjectSchool readinessen_ZA
dc.subjectEarly stimulationen_ZA
dc.subjectHome interventionen_ZA
dc.subjectPreschool interventionen_ZA
dc.subjectGovernment interventionen_ZA
dc.subjectNurturing readingen_ZA
dc.subjectReading alouden_ZA
dc.subjectStorybook readingen_ZA
dc.subjectDisadvantaged learnersen_ZA
dc.subjectDissertation (M.A. (English))--University of the Free State, 2011en_ZA
dc.titleThe importance of reading in nurturing emergent literacy skills in pre-school learners, with special emphasis on children from disadvantaged backgroundsen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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