Keeping Learners on Track: The Long-Term Benefits of Early Literacy Interventions in South Africa

Many learners in South Africa struggle with foundational literacy, contributing to grade repetition and school dropout. PEP researcher Zamangwe Zwane assessed whether early literacy interventions could improve learners' progress and academic performance over time.

The study found that learners whose teachers received ongoing coaching were 7.2 percentage points more likely to reach Grade 9 without delay six years after the intervention. They also performed better in high school, particularly in Mathematics and Economic Management Sciences. Coaching proved more effective than providing lesson plans or teaching materials alone, highlighting the importance of sustained teacher support. However, results varied across provinces. The study recommends further provincial analysis and locally adapted implementation before scaling coaching-based literacy interventions nationwide.