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

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Sampa , F K , Ojanen , E , Westerholm , J , Ketonen , R & Lyytinen , H 2018 , ' Literacy programs efficacy for developing children's early reading skills in familiar language in Zambia ' , Journal of Psychology in Africa , vol. 28 , no. 2 , pp. 128-135 . https://doi.org/10.1080/14330237.2018.1435050

Title: Literacy programs efficacy for developing children's early reading skills in familiar language in Zambia
Author: Sampa, Francis K.; Ojanen, Emma; Westerholm, Jari; Ketonen, Ritva; Lyytinen, Heikki
Other contributor: University of Helsinki, Department of Education
Date: 2018
Language: eng
Number of pages: 8
Belongs to series: Journal of Psychology in Africa
ISSN: 1433-0237
DOI: https://doi.org/10.1080/14330237.2018.1435050
URI: http://hdl.handle.net/10138/308897
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.
Subject: Bantu languages
Early Grade Reading Assessment (EGRA)
familiar language
language of instruction
reading skills
transparent orthography
ORTHOGRAPHIES
FOUNDATION
516 Educational sciences
515 Psychology
6121 Languages
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