Where reading and writing begin: Foundational practices in Grade R and post-COVID-19 implications for teacher education

Abstract

Background: Early reading and writing readiness begin before Grade 1. In Grade R, cognitive and motor skills support learners’ ability to listen, remember, follow instructions, recognise symbols, and engage in early writing activities.
Objectives: This study examined Grade R learners’ cognitive and motor skill development and considered their implications for early reading and writing readiness.
Method: A quantitative expost facto research design was used. Data were collected from Grade R learners and teachers using a Cognitive Development Scale or Test, a Motor Skills Development Scale, and a teacher questionnaire. The data were analysed using descriptive statistics.
Results: Learners were rated above average in overall cognitive and motor skills development. Cognitive skills such as memory, remembering details of a just-read story, following instructions, and alphabet recitation supported early literacy readiness. Motor skills such as tracing, drawing, name printing, letter spacing, and number spacing supported early writing readiness.
Conclusion: The study shows that cognitive and motor skill development forms part of the foundational practices that support early literacy readiness in Grade R. Strengthening memory, instruction-following, alphabet knowledge, tracing, drawing, and name printing can support learners’ transition into more formal reading and writing.
Contribution: The study shows that cognitive and motor skills development should be considered part of foundational literacy readiness in Grade R. It also highlights the value of the Primary Teacher Education Project’s language and literacy standards in preparing teachers to support early reading and writing.