Early grade literacy and structured learning programmes

• In Event: Teaching trials: showcasing successful teacher instruction through global perspectives

Proposal

Based on the outcomes in PIRLS (2016), early grade literacy in South Africa is a national priority. 78% of Grade 4 learners were not able to read for meaning in any of the official languages. This finding has spurred a national response from government and civil society to improve reading outcomes. The NECT, a national collorative intiative between government, labour unions, business and civil society, led Phase I of a Primary School Reading Improvement Programme in 2017 using an evidence based targeted approach which reached 11 000 teachers. Focused on improving reading in English (First Additional Language), the intervention builds on a growing movement using structured learning programmes (lesson plans, curriculum trackers and supplementry reading material) in combination with training and school support. This paper explores the empirical outcomes of an evaluation of teacher level and learner level outcomes after 8 months . Grade 2 and 3 learners exceeded national benchmarks on the Early Grade Reading Assessment (EGRA) administered by teachers. However, though gains were achieved in reading comprehension scores, they were less substantial. At teacher level, pre and post training outcomes showed a 16% gain and Subject/Curriculum Advisors demonstrated a 26% change in pre and post training. Phase II of the programme is now underway and this paper reflects on the prospects for sustainable change using the same instructional technology (lesson plans) and long term change in reading outcomes.

Authors

• Dhianaraj Chetty, National Education Collaboration Trust (South Africa)

• Godwin Khosa, National Education Collaboration Trust (South Africa)

• John Thurlow, National Education Collaboration Trust (South Africa)

• Kulula Manona, Department of Education