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Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme
The purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape for struggling Grade One learners at risk of falling into the Learning Achievement Gap. The process evaluation investigated th...
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| Format: | Thesis |
| Language: | English |
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Institute for Monitoring and Evaluation
2016
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| _version_ | 1867613846685876224 |
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| access_status_str | Open Access |
| author | Okeyo, Alicia |
| author2 | Louw-Potgieter, Joha |
| author_browse | Louw-Potgieter, Joha Okeyo, Alicia |
| author_facet | Louw-Potgieter, Joha Okeyo, Alicia |
| author_sort | Okeyo, Alicia |
| collection | Thesis |
| description | The purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape for struggling Grade One learners at risk of falling into the Learning Achievement Gap. The process evaluation investigated the extent to which volunteers received adequate training to deliver the programme to learners, as well as the perceived benefits that volunteers gained from this experience. The outcome evaluation investigated the extent to which several literacy and psychosocial development indicators improved amongst children who took part in The Wordworks Early Literacy Programme (ELP). Secondary data from volunteer programme records such as attendance of training sessions, volunteers' reasons for leaving the programme where applicable, and a Volunteer Feedback survey detailing perceived benefits of volunteering, were analysed to ascertain the volunteer outcomes. Secondly, data from learner assessments measuring changes in literacy indicator variables (such as letter knowledge, sentence construction ability, and reading ability), in 3 cohorts of learners enrolled in the programme, were analysed. Cohort 1 consisted of the 2014 12-month programme, Cohort 2 of the 2014 6-month programme and Cohort 3 of the 2015 6-month programme. Thirdly, qualitative data from responses given in a Teachers Feedback survey, detailing perceived changes in learner psychosocial well-being, were analysed. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/20504 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:42:38.549Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | Institute for Monitoring and Evaluation |
| publisherStr | Institute for Monitoring and Evaluation |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/20504 Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme Okeyo, Alicia Louw-Potgieter, Joha Programme Evaluation The purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape for struggling Grade One learners at risk of falling into the Learning Achievement Gap. The process evaluation investigated the extent to which volunteers received adequate training to deliver the programme to learners, as well as the perceived benefits that volunteers gained from this experience. The outcome evaluation investigated the extent to which several literacy and psychosocial development indicators improved amongst children who took part in The Wordworks Early Literacy Programme (ELP). Secondary data from volunteer programme records such as attendance of training sessions, volunteers' reasons for leaving the programme where applicable, and a Volunteer Feedback survey detailing perceived benefits of volunteering, were analysed to ascertain the volunteer outcomes. Secondly, data from learner assessments measuring changes in literacy indicator variables (such as letter knowledge, sentence construction ability, and reading ability), in 3 cohorts of learners enrolled in the programme, were analysed. Cohort 1 consisted of the 2014 12-month programme, Cohort 2 of the 2014 6-month programme and Cohort 3 of the 2015 6-month programme. Thirdly, qualitative data from responses given in a Teachers Feedback survey, detailing perceived changes in learner psychosocial well-being, were analysed. 2016-07-20T07:08:21Z 2016-07-20T07:08:21Z 2016 Master Thesis Masters MPhil http://hdl.handle.net/11427/20504 eng application/pdf Institute for Monitoring and Evaluation Faculty of Commerce University of Cape Town |
| spellingShingle | Programme Evaluation Okeyo, Alicia Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme |
| thesis_degree_str | Master's |
| title | Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme |
| title_full | Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme |
| title_fullStr | Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme |
| title_full_unstemmed | Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme |
| title_short | Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme |
| title_sort | strengthening foundational literacy a process and outcome evaluation of the wordworks early literacy programme |
| topic | Programme Evaluation |
| url | http://hdl.handle.net/11427/20504 |
| work_keys_str_mv | AT okeyoalicia strengtheningfoundationalliteracyaprocessandoutcomeevaluationofthewordworksearlyliteracyprogramme |