Education Commons^™

Learners who do not develop adequate listening and language skills during their early years are at risk of academic failure and early drop-out. Future learning problems may be prevented by supporting these children in the foundation phase to overcome their developmental delays. A continued professional development (CPD) programme was developed to support foundation-phase teachers to facilitate literacy. The theoretical basis for the workshop material was the articulation between an auditory processing model, a language processing model, and literacy.

The focus of this article is on the qualitative findings obtained from the literacy component of a more comprehensive CPD programme that …

The role of speech-language therapists (SLTs) has been redefined by White Paper 6, which emphasizes the role of support to both teachers and learners. SLTs have expert knowledge and skills pertaining to communication and language, and therefore have much to contribute to the process of learning in teaching. This article builds on a previous article published in the 2010 edition of the journal, which reported on the process of supporting teachers to facilitate listening, language and numeracy skills in semi-rural and urban (township) contexts. In this follow-up article the focus is on the qualitative findings obtained from a specific section …