{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/7486"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/7486","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi","abstract":"Studies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations.","abstract_html":"Studies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations.","abstract_has_math":false,"creators":["Chilora, Henri Gadafulama"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Alexander, Neville","Bloch, Carole"],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007","date_published":"2007","updated_at":"2026-07-22T22:22:46Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/7486","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Alexander, Neville","Bloch, Carole"]},{"key":"dc:creator","label":"Author","values":["Chilora, Henri Gadafulama"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-09-15T07:34:05Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-09-15T07:34:05Z"]},{"key":"dc:date.issued","label":"Date","values":["2007"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/7486"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 93-101)."]},{"key":"dc:description.abstract","label":"Abstract","values":["Studies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations."]},{"key":"dc:title","label":"Title","values":["Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi"]}]}],"canonical_facts":{"dc:contributor.advisor":["Alexander, Neville","Bloch, Carole"],"dc:creator":["Chilora, Henri Gadafulama"],"dc:date.accessioned":["2014-09-15T07:34:05Z"],"dc:date.available":["2014-09-15T07:34:05Z"],"dc:date.issued":["2007"],"dc:description":["Includes bibliographical references (leaves 93-101)."],"dc:description.abstract":["Studies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations."],"dc:identifier.uri":["http://hdl.handle.net/11427/7486"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:22:46Z"}