New strategies for teaching African children initial reading, using the old syllabic approach

What is it about?

Literacy is at a low level in Africa, but it is due to wrong prescriptions, not to inability to learn reading. In the 1990s, about 80% of African children learnt to read in Grade 1, now only 20%. The greatest problem is that learners who do not know English second language (ESL), are confused with WRITTEN ESL while they learn to read the mother tongue (MT). They cannot cope with two writing systems and only learn to memorise lessons and pretend to read. They should read only the MT in Grade 1, while learning much ORAL ESL. They should also read the MT using the old syllabic method, not phonics. African languages do not have the neutral vowel that English children add to phonemes (letters) such as B, and African children cannot say some letters alone. To them learning letters only in syllables is easy, if they can get enough practice in real reading by reading to trained group leaders. More about new strategies can be read at: https://literator.org.za/index.php/literator/article/view/1716

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Photo by Ismail Salad Hajji dirir on Unsplash

Photo by Ismail Salad Hajji dirir on Unsplash

Why is it important?

Poverty and joblessness is rife in Africa, and frustrated youngsters can only burn and destroy. One reason is that most children do not learn to read well and with understanding, as indicated by the international PIRLS tests. They decode mechanically, especially the ESL, without understanding much due to starting with Written ESL instead of Oral ESL. The standard of education can be raised much if children can learn to read well in Grade 1, while learning much oral English. Courses on this can be obtained from cronjemm@gmail.com.

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