Child sexual abuse and literacy achievement in a sample of South African primary school children

Abstract

This study investigated child sexual abuse (CSA) and literacy achievement among South African primary school children. Data on self-reported experience of CSA and actual literacy achievement were collected from a convenience sample of 160 learners from a Soweto school in Johannesburg. The literacy tests measured five domains of reading and spelling competencies. The results show a statistically significant relationship between CSA and literacy scores, with learners who were sexually abused scoring significantly lower on the literacy tests used in this study. Specifically, learners with CSA experience performed noticeably lower in the real word test, followed by spelling, words spelt correctly, reading fluency, and non-word spelling. School psychologists could adopt a social justice framework in providing psychological and literacy support for children who are sexually abused.

Keywords:

• child sexual abuse
• literacy achievement
• literacy tests
• quantitative study
• relationship
• school psychologists
• sexual molestation
• social justice
• survey

Author’s note

This work is based on the research supported by the South African Research Chairs Initiative of the Department of Science and Technology and National Research Foundation of South Africa. South African Research Chair: Education and Care in Childhood: Faculty of Education: University of Johannesburg South Africa. Grant Number: 87300