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

Show simple item record Sampa, Francis K. Ojanen, Emma Westerholm, Jari Ketonen, Ritva Lyytinen, Heikki 2020-01-02T09:43:01Z 2020-01-02T09:43:01Z 2018
dc.identifier.citation 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 .
dc.identifier.other PURE: 107213254
dc.identifier.other PURE UUID: e0e282be-c21d-4817-b23d-4ed314227369
dc.identifier.other WOS: 000432246300009
dc.description.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. en
dc.format.extent 8
dc.language.iso eng
dc.relation.ispartof Journal of Psychology in Africa
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Bantu languages
dc.subject Early Grade Reading Assessment (EGRA)
dc.subject familiar language
dc.subject language of instruction
dc.subject reading skills
dc.subject transparent orthography
dc.subject FOUNDATION
dc.subject 516 Educational sciences
dc.subject 515 Psychology
dc.subject 6121 Languages
dc.title Literacy programs efficacy for developing children's early reading skills in familiar language in Zambia en
dc.type Article
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.issn 1433-0237
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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