The deconstruction and understanding of pre-literacy development and reading acquisition

ABSTRACT

Many South African children struggle in acquiring literacy and reading skills. It seems as if caregivers may be missing an important aspect in guiding children’s emergent reading development. The question is whether there are underlying concepts needed for emergent literacy and the acquisition of reading skills. The nature of the reading process and prerequisite skills were determined through a critical review of the literature and the deconstruction of the reading process. The critical review was more than description and included analysis and conceptual innovation as we seek to identify significant items in the field of emergent reading and the reading process. This research method was supplemented by an exploratory mode of inquiry to develop new ideas with regard to reading acquisition. A number of underlying concepts were identified. Findings from this research may serve to support teachers in solving the problem of low reading achievement amongst school beginners.

KEYWORDS:

• Deconstruct
• early literacy
• pre-reading
• concepts
• kinaesthetic awareness

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Marike W. De Witt is a research associate in the Department of Psychology of Education at the University of South Africa. She has teaching/lecturing experience of more than 35 years. She was involved in teacher training programmes, including the training of preschool student teachers as well as postgraduate students. She also acts as promoter for Masters and Doctoral students. Professor De Witt has published numerous research articles in nationally and internationally accredited journals in the field of education. Her research interests focus on, inter alia, early literacy and early numeracy.

Ansie Lessing is a research fellow in the Department of Psychology of Education in the College of Education at Unisa. In her career, she was involved in the teaching of Hons BEd (School Guidance and Counselling), MEd (Guidance) and the supervision of postgraduate students. She received doctorate degrees at both the Rand Afrikaans University and the University of South Africa and also holds degrees from the Potchefstroom University for Christian Higher Education. Her research focus and interests are postgraduate supervision and examination, discipline, initial reading and support to learners with learning impairment and emotional problems. She is registered as Psychologist at the Health Professions Council of South Africa.