A consideration of some of the underlying skills of literacy development

Abstract

In the first part of this dissertation, we look at the literature on literacy development and phonological awareness and the role that phonological skills play in literacy development. We then refer to those aspects which are most relevant to our study on the basis of which we devised an Experimental Reading, Spelling and General Test. We also discuss our pilot study and we give reasons as to why we chose to work with children in the lower streams, in our main study. In the second part (Chapters 3, 4 & 5), we deal with the intervention which has taken place over a six-week period. Progress made by the Study Group is noted which is compared to that of the Control Group. We also present five case studies of pupils from the Study group whose progress was most satisfactory. Finally, conclusions have been put forward about this teaching method, where suggestions, regarding the teaching of underlying skills, which play a major role in reading and writing, are discussed.