The country’s reading crisis has once again come into the spotlight through the latest findings of the Progress In International Reading Literacy Study which reveals that as many as 78% of Grade 4 children cannot read.
There is a solution to the Foundation Phase reading crisis that the education system in South Africa currently faces. The early introduction and integration of digital tools in the classroom can and has proven to improve literacy levels amongst children, a SchoolNet South Africa (SNSA) study has found.
The country’s reading crisis has once again come into the spotlight through the latest findings of the Progress In International Reading Literacy Study (PIRLS). It has revealed that many of country’s children are struggling to read; that as much as 78% of Grade 4 children cannot read for meaning in any language.
While the research study of this project, called Learning Gains through Play (LGP), showed learning gains in all foundational literacies tracked, the most interesting findings were of gains in oral English language skills acquired subconsciously through play by second language learners.
Ten schools in KwaZulu-Natal and the Western Cape each received a bank of learner tablets and an Xbox Kinect (including carefully selected apps and games) which, along with intensive teacher development and support, were integrated in teaching and learning activities in Grade R and Grade 1 classrooms. Learners were tracked over a four year period to assess their progress in foundational skills.
Data was compared with control school learners who were assessed and tracked in the same manner (but did not enjoy the benefits of any of the LGP project inputs). Results showed improvements in achievement in all five foundational literacies of gross-motor skills, fine-motor skills, numeracy, visual literacy and oral English communication skills.
This last literacy is of particular interest as the learning gains were substantial and furthermore, because the language of learning and teaching is a hotly debated topic in South Africa. With eleven official languages there is little consensus on which is more beneficial, for children to learn in their mother tongue or in the universal language of English.
This issue is particularly contentious in the first grades of Foundation Phase in South Africa. SchoolNet’s Learning Gains through Play project has shown that in the early grades, children can acquire English language skills “on their own” through engaging with learning games and apps that use English as the medium of instruction.
This acquisition of English is very different to the formal learning of a language with its structures and rules. Acquisition is a subconscious immersive method to understand and make meaning, similar to the way in which babies learn their mother tongue.
For the LGP children learning was mediated by their educators; it was not really learning “on their own” but learning driven by a need to make understanding of the games and apps in order to engage and entertain themselves with the digital tools that they found so exciting. One of the LGP findings was that learners’ curiosity was sufficiently enabled to trigger self-driven learning.
The theory of second language acquisition (SLA) was proposed by linguistic professor Stephen Krashen (1981) and according to Krashen and Terrell (1995), students learning a second language move through five predictable stages: Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency.
“With the majority of learners in South Africa learning in their home language in Foundation Phase and then making an abrupt switch to learning in English from Grade 4 (and this coupled with the addition of three more subjects), providing tablets, Xboxes, apps and games in English for learners in the early grades is an effective strategy for preparing learners for success in the Intermediate Phase and beyond,” says SNSA’s Executive Director, Janet Thomson.
The worst hit from the reading crisis are poor and disadvantaged children, who make up 25% of the population who live in extreme poverty. An alarming fact is that learning deficiencies in the early grades accumulate and have a far greater detrimental impact in later grades and across all subjects including Mathematics.
Only the top 16% of Grade 3 Maths students are achieving at the Grade 3 level (Spaull & Kotze, 2015). Clearly the vast majority of South African learners are not meeting the curriculum requirements even at the very start of their journey through the schooling system.
In addition to the county’s poor reading culture, reading is also generally taught badly resulting in what the The Conversation has dubbed a “cognitive catastrophe”. The publication argued recently that “failing to learn to read is bad for the cognition necessary to function effectively in a modern society.” This essentially means that we are raising generations of cognitively stunted individuals who then become stuck in intergeneration poverty.
One of the reasons why the PIRLS Study tested 13 000 Grade 4 children is because it is in the Foundation Phase “that the base for all future learning is established, and if the rudiments of reading, writing and calculating are not firmly entrenched by the end of Grade 3, then both learning opportunities and the larger life chances of young citizens will be curtailed” (National Education, Evaluation and Development Unit, 2013).