Reading is a transformative tool for children and adolescents, enhancing language skills, cognitive development, emotional intelligence, and academic success. In South Africa, where literacy challenges persist—particularly among Grade 4 learners who struggle to read for meaning—targeted interventions are vital. To address this need, Dr Marguerite De Jongh, Senior Lecturer in the Department of Speech-Language Pathology at Sefako Makgatho Health Sciences University (SMU), has implemented a pioneering reading initiative at Dr George Mukhari Academic Hospital (DGMAH).
Dr De Jongh has dedicated her academic and clinical career to advancing literacy and language development in diverse educational and healthcare contexts. Her qualifications include a PhD in Psychology focused on emergent literacy and ADHD in Grade R learners, B. Logopaedics in Speech Therapy and Audiology, an MPhil in Second Language Studies, and a Certificate in Neuro-Developmental Therapy.
Dr De Jongh has published extensively on early literacy, language stimulation, and inclusive education, including research on reading behaviour in higher education and literacy support for teachers. She has led curriculum development initiatives and facilitated training for professionals and students on literacy facilitation, language enrichment, and reading for pleasure. Her work in the hospital-based literacy initiative reflects a commitment to bridging healthcare and education, ensuring that children and adolescents, regardless of their medical condition, have access to meaningful reading experiences.
“Our goal is to ensure that children continue to grow academically, socially, and emotionally, even while hospitalised,” De Jongh explains. This initiative is rooted in the belief that literacy can serve as both an educational and therapeutic tool.
The initiative targets both young children (ages 5–8) and adolescents, offering age-appropriate materials and structured reading sessions. Through one-on-one or small group interactions, students from SMU engage with patients, guided by De Jongh and a speech-language therapist from DGMAH. The programme focuses on reading for pleasure, language stimulation, emotional engagement, and cognitive development.
“Reading gives children a sense of normalcy and comfort during difficult times,” says De Jongh. “Seeing their faces light up when they connect with a story reminds us why this work matters.”
Hospital-based reading interventions are particularly significant in South Africa, where PIRLS 2021 revealed that 81% of Grade 4 learners cannot read for meaning. By integrating literacy into healthcare settings, the initiative provides a unique opportunity to reach children outside traditional school environments. “Each session presents an opportunity to nurture both academic development and emotional well-being,” says De Jongh.
Speech-Language Pathology and Audiology students from SMU receive comprehensive training in reading facilitation, auditory perception strategies, language stimulation, and techniques to encourage reading for pleasure. Weekly sessions in orthopaedic and oncology paediatric wards are carefully structured to accommodate patients’ medical needs while maximising engagement. Optional enhancements, such as themed reading months, “Book of the Week” displays, and small rewards like certificates, further motivate participation.
“Many of the adolescents ask questions, discuss the stories, and even request books in their home languages,” says De Jongh. “It’s rewarding to see how engaged they become and how it builds their confidence.”
Collaboration with hospital staff, teachers, caregivers, and parents ensures a holistic approach, reinforcing the value of literacy as both an educational and therapeutic tool. Early feedback indicates that patients respond positively, with visible enthusiasm and active participation.
The hospital-based reading initiative at DGMAH exemplifies the power of integrating education and healthcare. “This programme is more than reading—it’s about resilience, inclusion, and lifelong learning,” says De Jongh. By promoting literacy as a tool for emotional support, cognitive development, and academic continuity, the initiative demonstrates how reading can positively impact young patients. As the pilot expands, this model offers a promising blueprint for scaling hospital-based literacy interventions nationwide, ensuring that all children, regardless of circumstance, have access to meaningful reading experiences.
By Tumelo Moila
