What makes the difference? An analysis of a reading intervention programme implemented in rural schools in Cambodia

Abstract

This article compares the existing single-strategy approach towards the teaching of early literacy in schools in rural Cambodia with a multiple-strategy approach introduced as part of a reading intervention programme. Classroom observations, questionnaires and in-depth interviews with teachers were used to explore teachers’ practices and attitudes. Research was also conducted into the nature of the Khmer language. These preparations informed the design of the programme implemented in 127 rural schools. The success of the intervention was evaluated through classroom observations and a survey of teachers. Pupils’ reading was assessed in a sample of the intervention schools and compared with a sample of pupils in schools without the intervention. Results showed that most teachers in Cambodia use a one-strategy approach to teaching reading but that reading competence remains poor. In comparison, the assessment of pupils following the training of teachers in a multiple-strategy approach showed a marked improvement in their reading.

Keywords:

• reading
• phonics
• pedagogy
• teachers’ perceptions
• Cambodia

Acknowledgements

Our thanks to the national project team and the Khmer trainers employed by BTC who conducted the pupil assessments and many of the interviews that are referred to in this research. Also thanks to Astrid Norén Nilsson who carried out the research interviews that contributed to the design of the intervention.