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.

The prevalence of communicable diseases (also known as transmissible or infectious diseases) has been a significant health issue for sustainable development, hindering economic progress globally. Communicable diseases may affect economic development both directly (via the immediate effects of ill health on productive activities) and indirectly (through the effects of disease on intellectual capacity, mortality, morbidity, and fertility). This study examined the impact of communicable diseases on the economic growth of the SADC region between 2011 and 2024. The study utilised the two-step System-Generalised Method of Moments (GMM) to analyse the data. HIV prevalence and TB incidence served as proxies for communicable diseases, and GDP per capita served as a proxy for economic growth. The study took a comprehensive analytical approach by including variables such as current health expenditure and government expenditure on education as control variables. The findings reveal a significant positive correlation between HIV prevalence, TB incidence and economic growth of the SADC nations, and this is attributed to the fact that the economic growth of most SADC countries does not immediately translate to better healthcare access, as the poor often remain highly vulnerable. Current health expenditure and government expenditure on education negatively affected GDP per capita. This study therefore recommends harmonising the cross-border strategies, strengthening regional surveillance and integrating health into economic planning to ensure a productive workforce within the SADC region.