Abstract
M.A.
The study investigates factors enhancing and constraining the early literacy development of South African children in grades one and two. The study has three main sources of information: firstly, a review of governmental policies that impact on literacy learning and teaching in the foundation phase of schooling; secondly, interviews with grade one and two teachers in three schools; thirdly, classroom observation and an analysis of selected approaches to reading instruction. The schools selected for the research study comprise a township school, a suburban (ex-Model C) school, and a rural school. Selected approaches used in early literacy learning and teaching are analysed in the light of
theoretical perspectives. The interactive model of reading proposed by Rumelhart (1977), Goodman (1988), and others is used as the central theoretical model of reading. Vygotsky's (1987) theory of the zone of proximal development is used to inform approaches to early literacy development involving adult mediation of a child's learning. Storytime, shared reading and shared writing, and paired reading are examined in this light to identify principles underlying the different approaches. Other theoretical positions examined include the link between language development and literacy development, including theories of additive bilingualism, the role of metacognition, the importance
of phonological awareness, and perspectives on the social context of literacy learning and teaching. The research study concludes with recommendations of interventions that can be instituted at a systemic level, including teacher development, curriculum initiatives, enhanced resourcing, and the establishment of partnerships between schools and other role players such as parents and the private sector.