Hope for the Future and Literacy Achievement in a Sample of Impoverished South African Primary School Children

Autor/in	Pillay, Jace
Titel	Hope for the Future and Literacy Achievement in a Sample of Impoverished South African Primary School Children
Quelle	In: Africa Education Review, 15 (2018) 2, S.32-48 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224601
Schlagwörter	Foreign Countries; Statistical Analysis; Grade 5; Grade 6; Grade 7; Student Surveys; Literacy; Standardized Tests; Statistical Significance; Disadvantaged; Poverty; Educational Quality; Futures (of Society); Expectation; Life Satisfaction; Student Attitudes; Academic Achievement; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Ausland; Statistische Analyse; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schülerbefragung; Alphabetisierung; Schreib- und Lesefähigkeit; Standadised tests; Standardisierter Test; Armut; Quality of education; Bildungsqualität; Future; Society; Zukunft; Expectancy; Erwartung; Lebensvollendung; Schülerverhalten; Schulleistung
Abstract	This article reports on a study that investigated the problem of hope for the future and literacy achievement in a sample of impoverished South African primary school children. Data was collected through a quantitative survey that was administered to 160 learners from four classes of grades 5 to 7 at a school in Soweto township, Johannesburg, South Africa. The survey comprised five literacy tests that were standardised by Do-IT Profiler, an institute based in the United Kingdom (UK), and Shape the learner, a South African based consultancy. The results showed a statistically significant relationship between hope for the future and literacy scores, with learners who had less hope for the future scoring significantly lower on the literacy tests used in the study. Specifically, learners with less hope for the future performed noticeably lower in the real word test, followed by spelling, words spelt correctly, reading fluency, and non-word spelling. Based on social constructivist learning theory, positive psychology, and hope theory, the author discusses the implications of the findings for literacy achievement in children living in poverty. Several important recommendations are made, namely: the use of a methodological tool to identify specific literacy skills in children; the support that could be provided by educators and school psychologists; and a multilevel focus in targeting poverty eradication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01