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Title: Training Grade R teachers to impart visual perceptual skills for early reading
Authors: Andrich, Christelle 
Hill, Margaret A 
Steenkamp, Andre 
Keywords: Grade R;Literacy;Teachers' professional development;Curriculum and Assessment Policy Statement (CAPS);Visual Perceptual Skills (VPS);South Africa;Teachers
Issue Date: 2015
Publisher: AOSIS
Source: Andrich, C., Hill, A. & Steenkamp, A., 2015, ‘Training Grade R teachers to impart visual perceptual skills for early reading’, Reading & Writing 6(1), Art. #73, 9 pages.
Abstract: Visual Perception is the mind’s ability to interpret or give meaning to what is seen with the eyes (WCED 2006). Grade Reception Phase (R) teachers, of five and six year-old learners, need to impart Visual Perceptual Skills (VPS) during visual training for pre-reading. These prereading activities in Grade R support early reading progress in Grade 1, which is critical for improving basic literacy and numeracy education in South Africa. A quality Grade R programme which can deliver these visual training outcomes depends on a progressive model for effective pre- and in-service professional development of teachers. A model implemented via academic-governmental collaboration. This article seeks to describe and recommend best practices of such professional development. The recommendations are based on an overview of the current Grade R professional development landscape, a brief exposition of the Subject Content Knowledge (SCK) of VPS, a document analysis of the Curriculum and Assessment Policy Statement (CAPS) curriculum and, finally, a case study with a discourse analysis involving four Grade R teachers.
URI: http://dx.doi. org/10.4102/rw.v6i1.73
Appears in Collections:Edu - Journal Articles (DHET subsidised)

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