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Structured pedagogy in Early Grade Reading Study in South Africa: the second generation questions

Wed, April 17, 8:00 to 9:30am, Hyatt Regency, Floor: Bay (Level 1), Bayview B

Proposal

In contrast to RCT studies in education that focus exclusively on establishing the efficacy (and effect size) (Riehl, 2006) of a particular educational intervention, this paper illustrates how South Africa’s Early Grade Reading Study embodies a fundamentally different approach to experimental research with its emphasis on building knowledge progressively through multiple cumulative studies that combine RCTs with classroom observation studies, qualitative case studies, benchmarking research and theory building (Deaton & Cartwright, 2018).
The EGRS has entered a new research phase. Recent publications (Taylor, et al, 2016; Cilliers et al, 2018; Kotze et al, 2018; Fleisch, 2018) have provided compelling evidence of the efficacy of combined structured pedagogic models to improve early grade reading in both Home Languages (e.g. Setswana) and English as a second language. The studies first generation of studies incorporated both large-sample classroom observations and in depth case studies to allow meaningful causal theorizing. The EGRS is beginning to explore second generation questions that include: (1) Do initial learning gains persist or fade out overtime? (2) What is the best approach to scaling-up cost and labour intensive literary interventions given the capacity and accountability constraints of governments? (3) Are there cost-effective ICT alternatives to face-to-face on-site instructional coaching effective in resource constrained systems? (4) What are the specific mechanisms by which the key component, particularly instructional coaching, work to help teachers shift their instructional practices? (5) Are low-cost open access classroom libraries an effective way to enhance literacy at home and consolidating the habit of reading? (6) Could the combined structured pedagogic model be mainstreamed into government education financial and budgets systems?
This paper draws on the various research projects within the Early Grade Reading Study to illustrate how a cumulative RCT research program with complementary research methodologies can not only provide worthwhile causal claims, but can contribute to building scientific knowledge and useful predictions.

Riehl, C. (2006). Feeling better: A comparison of medical research and education research. Educational Researcher, 35(5), 24-29.
Deaton, A., & Cartwright, N. (2018). Understanding and misunderstanding randomized controlled trials. Social Science & Medicine, 210, 2-21.
Fleisch, B (2018) The Education Triple Cocktail: System-wide instructional reform in South Africa. UCT Press.
Kotze, J., Fleisch, B., & Taylor, S. (2018). Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa. International Journal of Educational Development.

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