Nomlomo, VuyokaziNondalana, Nomfundo Tiny2018-01-152024-04-172018-01-152024-04-172016https://hdl.handle.net/10566/11122Magister Educationis - MedThe purpose of this study was to investigate the implementation of a Literacy Intervention Programme with Grade One isiXhosa speaking learners in one primary school in the Western Cape. The study was motivated by the persisting low literacy levels in the Foundation Phase which have been reported in the Annual National Assessment (ANA) reports since 2011. The Department of Basic Education (DBE) and the Provincial Departments of Education have designed many intervention programmes to assist teachers in teaching literacy to young learners. These programmes include teacher development workshops and the supply of literacy materials in schools. Schools also have their own intervention programmes to support learners who struggle with reading and writing. Despite these efforts, there is no significant improvement in learners' literacy levels. Therefore, this study investigated how the literacy intervention programme for Grade one was implemented in one township school in Cape Town.enLiteracyEarly childhood developmentisiXhosaApprenticeshipWestern CapeTeacher developmentPedagogical strategiesTeacher trainingAssessmentLiteracy interventionUniversity of the Western Cape