Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia
| Autor: | Francis Sampa, Heikki Lyytinen, Emma Ojanen, Jari Westerholm, Ritva Ketonen |
|---|---|
| Přispěvatelé: | Department of Education |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
515 Psychology
media_common.quotation_subject Early Grade Reading Assessment (EGRA) Bantu languages 050109 social psychology ta6121 Phonics familiar language 050105 experimental psychology Literacy Reading (process) bantukielet Mathematics education 6121 Languages 0501 psychology and cognitive sciences ta516 Early childhood transparent orthography General Psychology ta515 media_common FOUNDATION 4. Education 05 social sciences lukeminen (toiminta) Test (assessment) ORTHOGRAPHIES Reading comprehension lukutaito 516 Educational sciences reading skills Psychology Language Experience Approach language of instruction |
| Zdroj: | Journal of Psychology in Africa. 28(2):128-135 |
| ISSN: | 1433-0237 |
| DOI: | 10.1080/14330237.2018.1435050 |
| Popis: | This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utilising the Early Grade Reading Assessment test (EGRA) in four languages (Cinyanja, Icibemba, Kiikaonde, and Silozi). Results suggest that learners in phonics-based literacy program were significantly better in letter-sound knowledge in all the four languages. Additionally, they were significantly better in reading skills (non-word reading, oral passage reading, and reading comprehension), yet only in Icibemba and Silozi, as compared to those who took the alternative program. Results reveal that children in the Primary Literacy Program (PLP) had significantly better performance in most reading skills than in the Primary Reading Program (PRP). However, the effect sizes were small or medium. The high floor effect in all reading-related measures is an indication that by following either PRP or the recently implemented PLP, most children do not acquire basic reading skill of the transparently written language they are familiar with. Instruction of the sounds of letters requires special attention where digital training tools (such as GraphoGame) may provide the most effective help to both teachers and children. |
| Databáze: | OpenAIRE |
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