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Lessons from Room to Read’s experience designing and implementing two new primary grades literacy programs in Zambia and South Africa

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Abstract:

The governments of South Africa and Zambia have invested heavily in improving reading instruction in primary schools; however, despite their efforts, low literacy levels remain in both countries. Given the reading challenges that still prevail, Room to Read studied the literacy landscape in South Africa and Zambia, two countries where we already work, in order to assess the feasibility of launching literacy pilot programs. In South Africa, for example, the curriculum is thorough, and well-established NGOs have been implementing literacy programs for some time. Although there is a rich literacy landscape in South Africa, our school-based research and the statistics themselves speak to persisting challenges in improving literacy rates. Room to Read is compelled to contribute to literacy efforts in the country, but we have struggled to define our niche and program focus. In Zambia, the Primary Reading Program (PRP), a program that was deemed successful and adopted by the government of Zambia, no longer yields the intended results. We will present how we identified the gaps in the PRP and how we designed a supplemental program for Grade 1 students in classrooms that have different levels of trained teachers, large class sizes and mixed availability of material. This presentation will discuss Room to Read’s research findings from South Africa and Zambia, and present the steps we have taken to create programs in countries with an established curriculum and/or existing literacy programs.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492648_index.html
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MLA Citation:

Warner, Stacey. "Lessons from Room to Read’s experience designing and implementing two new primary grades literacy programs in Zambia and South Africa" 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/p492648_index.html>

APA Citation:

Warner, S. "Lessons from Room to Read’s experience designing and implementing two new primary grades literacy programs in Zambia and South Africa" 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/p492648_index.html

Publication Type: Panel Paper
Abstract: The governments of South Africa and Zambia have invested heavily in improving reading instruction in primary schools; however, despite their efforts, low literacy levels remain in both countries. Given the reading challenges that still prevail, Room to Read studied the literacy landscape in South Africa and Zambia, two countries where we already work, in order to assess the feasibility of launching literacy pilot programs. In South Africa, for example, the curriculum is thorough, and well-established NGOs have been implementing literacy programs for some time. Although there is a rich literacy landscape in South Africa, our school-based research and the statistics themselves speak to persisting challenges in improving literacy rates. Room to Read is compelled to contribute to literacy efforts in the country, but we have struggled to define our niche and program focus. In Zambia, the Primary Reading Program (PRP), a program that was deemed successful and adopted by the government of Zambia, no longer yields the intended results. We will present how we identified the gaps in the PRP and how we designed a supplemental program for Grade 1 students in classrooms that have different levels of trained teachers, large class sizes and mixed availability of material. This presentation will discuss Room to Read’s research findings from South Africa and Zambia, and present the steps we have taken to create programs in countries with an established curriculum and/or existing literacy programs.


Similar Titles:
Developing Effective early grade reading programs in local languages in Asia and Africa: The Room to Read Approach

The challenge of designing a balanced early grade literacy instruction program that is closely aligned with existing textbooks: Pragmatic strategies from Room to Read's experience

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