Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia

Abstract

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.

Keywords:

• Bantu languages
• Early Grade Reading Assessment (EGRA)
• familiar language
• language of instruction
• reading skills
• transparent orthography

Acknowledgements

We would like to show our gratitude to Dr. Tassew Zewdie, Chief of Party for USAID/Read To Succeed Project and Guy Bostock on behalf of Research Triangular Institute International for their interest and support for this research. We thank the University of Jyväskylä’s Department of Psychology for scholarship grants to the key lead author of this manuscript. We thank Professor Ulla Richardson and Suzanne Puhakka from Agora Center University of Jyväskylä and Professor Timo Ahonen from Niilo Mäki for comments that greatly improved the manuscript. We thank the Center for Promotion of Literacy in Sub-Sahara Africa (CAPOLSA) for sharing their wisdom during the course of this research. We would like to extend our gratitude to the Ministry of General Education Zambia for allowing this research to be conducted in the schools. Finally, we thank all the assessors from the University of Zambia’s Department of Psychology and former Ministry of General Education staff who conducted early grade reading (EGRA) assessment tests in 2014 and of course the children and their teachers who participated in this study.