A Foundation Phase Perspective on the Use of Instructional Support Materials (ISMs) to Strengthen Early Literacy.

Abstract

Strengthening early literacy through the use of Instructional Support Materials (ISMs) in reading instruction has been widely recognised as an effective strategy for improving teaching and learning in Foundation Phase schools. The primary aim of this study was to investigate how teachers utilise support materials to promote early literacy in Foundation Phase classrooms. The study employed a qualitative participatory action research design and integrated an extensive literature review with empirical data collected through two research instruments: interviews and participatory observations. Seven female Grade Two teachers were purposively selected as participants from four rural schools. The research was conducted in four rural Foundation Phase schools situated in the Northwest and Limpopo Provinces of South Africa. Data analysis was informed by Lev Vygotsky’s Sociocultural Theory, which provided a theoretical framework for designing early literacy interventions that support learners in acquiring foundational reading skills. The findings revealed that the use of sentence strips and flashcards written in Tshivenda and Setswana enabled learners to understand difficult words and improve their reading abilities. However, the study also found that the effectiveness of Instructional Support Materials in enhancing teaching and learner achievement was limited by challenges such as overcrowded classrooms, insufficient advanced support materials, and inadequate professional training for teachers. The findings and recommendations of the study may assist educational institutions and policymakers in prioritising teacher training on the effective use of learning Instructional Support Materials to strengthen early literacy in Foundation Phase classrooms.