This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language speakers in South Africa. Early literacy skills, specifically phonological awareness (PA), are predictive of later literacy success. Many English second language (EL2) learners are unable to develop language and early literacy skills. Foundational skills such as general PA skills, often need explicit instruction to prepare the learners to learn to read in English. Twenty-one EL2 Grade 1 learners in an English medium private school in South Africa were selected as participants. Early literacy skills were assessed at the beginning of Grade 1. Reading, spelling, and reading comprehension skills were assessed after two terms in Grade 1 to determine if there is a correlation between early and later literacy skills. Results indicated significantly strong positive correlations between early literacy and later literacy skills. These results and previous research suggest that EL2 learners must be exposed to high-quality early literacy skills as early as possible to provide them with a foundation for future literacy success.

中文翻译：

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南非英语第二语言学习者的早期识字能力调查

这项研究采用了综合紧急扫盲模型（CELM）的理论框架，因为它涉及上下文对学习早期扫盲技能的影响。这与这项研究有关，因为参与者是来自文化，社区和人口统计学的英语第二语言学习者，与南非的英语母语者不同。早期的识字能力，特别是语音意识（PA），可以预测以后的识字成功。许多英语第二语言（EL2）学习者无法发展语言和早期识字能力。基本技能（例如一般的PA技能）通常需要明确的指导，以使学习者准备学习英语阅读。南非一所英语中等私立学校的21名EL2 1年级学习者被选为参与者。在1年级开始时就评估了早期识字能力。在1年级的两个学期后对阅读，拼写和阅读理解能力进行了评估，以确定早期和后期识字能力之间是否存在相关性。结果表明，早期识字能力和后期识字能力之间存在显着的正相关。这些结果和先前的研究表明，EL2学习者必须尽早接触高质量的早期识字技能，以为他们将来的识字成功提供基础。结果表明，早期识字能力和后期识字能力之间存在显着的正相关。这些结果和先前的研究表明，EL2学习者必须尽早接触高质量的早期识字技能，以为他们将来的识字成功提供基础。结果表明，早期识字能力和后期识字能力之间存在显着的正相关。这些结果和先前的研究表明，EL2学习者必须尽早接触高质量的早期识字技能，以为他们将来的识字成功提供基础。