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dc.contributor.authorAndrich, Christelle-
dc.contributor.authorHill, Margaret A-
dc.contributor.authorSteenkamp, Andre-
dc.identifier.citationAndrich, 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.en_US
dc.identifier.urihttp://dx.doi. org/10.4102/rw.v6i1.73-
dc.description.abstractVisual 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.en_US
dc.subjectGrade Ren_US
dc.subjectTeachers' professional developmenten_US
dc.subjectCurriculum and Assessment Policy Statement (CAPS)en_US
dc.subjectVisual Perceptual Skills (VPS)en_US
dc.subjectSouth Africaen_US
dc.titleTraining Grade R teachers to impart visual perceptual skills for early readingen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
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