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HALI Project: Literacy intervention in Coastal Kenya

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Abstract:

Teachers in coastal Kenya can differentiate readers from non-readers in their classes and want to develop all of their pupils¹ literacy skills. The HALI literacy intervention supports lower primary school teachers’ efforts to teach beginning readers. The major components of the intervention include an initial training, scripted lesson plans, and ongoing support. The multi-day training provides teachers with background information about how children learn to read in a non-native language, explains how to use the provided manual with 140 lesson plans, and gives them an opportunity to customize simple instructional materials. The lessons are designed to be used daily and present the foundational literacy skills systematically. Thereafter, teachers receive ongoing support and monitoring via weekly text messages, a regular exchange of summary documents, and a follow-up training that includes model videos of intervention teachers delivering the intervention lessons. Presently we report on the first year of the intervention. This includes specifics of the teacher manual, what was learned from the monitoring, including teachers reactions, fidelity to treatment and initial indicators of the efficacy of the intervention.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486175_index.html
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MLA Citation:

Dubeck, Margaret., Jukes, Matthew., Inyega, Hellen. and Okello, George. "HALI Project: Literacy intervention in Coastal Kenya" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486175_index.html>

APA Citation:

Dubeck, M. , Jukes, M. , Inyega, H. and Okello, G. "HALI Project: Literacy intervention in Coastal Kenya" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486175_index.html

Publication Type: Panel Paper
Abstract: Teachers in coastal Kenya can differentiate readers from non-readers in their classes and want to develop all of their pupils¹ literacy skills. The HALI literacy intervention supports lower primary school teachers’ efforts to teach beginning readers. The major components of the intervention include an initial training, scripted lesson plans, and ongoing support. The multi-day training provides teachers with background information about how children learn to read in a non-native language, explains how to use the provided manual with 140 lesson plans, and gives them an opportunity to customize simple instructional materials. The lessons are designed to be used daily and present the foundational literacy skills systematically. Thereafter, teachers receive ongoing support and monitoring via weekly text messages, a regular exchange of summary documents, and a follow-up training that includes model videos of intervention teachers delivering the intervention lessons. Presently we report on the first year of the intervention. This includes specifics of the teacher manual, what was learned from the monitoring, including teachers reactions, fidelity to treatment and initial indicators of the efficacy of the intervention.


Similar Titles:
Interactions between health and education interventions: The HALI project in coastal Kenya

HALI project: Literacy intervention in coastal Kenya using text messages and a teacher manual to support teachers

The Kenya Literacy Project: An International Collaboration Addressing the Primary School Achievement Gap Between Rural and Urban Students


 
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