Improving literacy outcomes in Haiti through summer reading camps and after-school peer tutoring

• In Event: Beyond school walls: Improving literacy outcomes through out-of-school programs in Laos, Haiti, and Burkina Faso

Proposal

As part of the implementation of the McGovern Dole Food for Education and Child Nutrition program funded by USDA and partnering with World Food Programme (WFP), Catholic Relief Services (CRS) implemented the early grade literacy program, using the M ap Li Net Ale reading curriculum, in 42 public schools in the West Department during the 2017-18 and 2018-19 academic years. This program aimed to improve the quality of education by developing reading skills in Haitian Creole and French for 1st and 2nd grades students, and to provide teachers with coaching and professional development in literacy instruction.

To identify the impact of the program, three evaluations were conducted using the Early Grade Reading Assessment (EGRA). The first evaluation conducted in May 2018 showed that, even after one year of project implementation, students had low levels of reading and writing. Additionally, students had significant difficulties identifying initial sounds, demonstrating weak phonemic awareness. When considering reading text aloud, first-grade students were able to identify, in Haitian Creole, an average of 9 words per minute out of a total of about 17 words.

To address this situation, CRS implemented two out-of-school activities in collaboration with teachers, volunteers, and tutors in the community: peer tutoring and summer camps. Peer tutoring was initiated in November 2018 in 16 schools, ending in April 2019. This activity was held twice a week after school using students in 4th to 6th grade as tutors. A total of 426 students (M: 200 & F: 226) participated in peer tutoring.

In 2019, 360 students in 16 schools enjoyed summer reading camps five days a week from 8 am-1 pm for three weeks of July. Again, this activity not only provided the opportunity for differentiated reading remediation for low readers but also built confidence by giving them the opportunity to try new skills and have support from tutors and teachers in a setting that engaged in playful learning and small group work. Each site had a Director, two teachers, two adult volunteers and 160 tutors (students in grades 4th-6th), plus cooks who provided hot lunch each day.
The main objective of the camp was to strengthen the students' abilities in reading skills, including letter and sound recognition, oral comprehension, and combining letters to form words. In addition, activities such as reader’s theater and Krik! Krak! storytelling utilized the classroom libraries to engage students in reading. Students also engaged in social-emotional activities such as morning circle, to allow students to express themselves and build a positive camp environment.
Although the results of the first EGRA showed that the students were very weak, the results of the final EGRA compared to those of the first assessments showed that the students of the participating schools experienced a significant increase in reading in Creole and in French compared to the control schools. Students have progressed closer to the national standard established by the MENFP, which is to be able to read 30 words in one minute by the end of the 2nd grade.

Author

• Luka Jouthe Beauvil, Catholic Relief Services