Foundation Phase

We offer support to school children to overcome reading difficulties. The school and home environment can sometimes be very overwhelming to a child who is learning to read and therefore Little Readers strives to create a relaxed atmosphere that is conducive to reading. It is our aim to give every learner a good advantage with EXTRA reading, giving them the opportunity to become GOOD READERS and to LOVE READING.

Posters-4

The actual time allocated to reading in a foundation phase classroom is minimal as are one on one reading times. A child who is able to read in Grade 1 will not be bored in the classroom because he can already read. On the contrary in my many years of experience, such children have self-confidence and in the time after they have completed their work, they enjoy themselves by reading books and stories. The additional reading experience results in a broadened vocabulary and work sheets, word sums and tests are completed with greater diligence and success. But some children did not have the privilege of well-developed reading skills…some struggle.

Without help, struggling readers continue to struggle

The children who don’t learn to read, however, don’t seem able to catch up on their own.
More than 88 percent of children who have difficulty reading at the end of first or second grade display similar difficulties at the end of fourth grade. Three-quarters of students who are poor readers in third grade will remain poor readers in high school.

With help, struggling readers can succeed

For 85 to 90 percent of poor readers, prevention and early intervention programmes can increase reading skills to average reading levels. As many as two-thirds of reading disabled children can become average or above-average readers if they are identified early and taught appropriately (Vellutino et al., 1996; Fletcher & Lyon, 1998).