Developing Young Readers: Phase II

Developing Young Readers: Phase II
Ethiopia, the Gambia, Honduras, India, & Zambia
Final Program Report
Christian Children’s Fund
Member of ChildFund International
June 2009
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Project Purpose
The Developing Young Readers (DYR) program works to ensure that students (ages 5-10) have the
necessary materials at schools and communities to develop their reading skills, improving decoding
skills, comprehension of written text, and analysis of information; as well as to build appreciation for
reading. DYR aims to meet children’s reading needs in underserved regions. Significant research
proves that children who have the ability to read with understanding hold the single most important
tool to enable them to succeed in school and to become life-long learners.
Zambian Forth Grader Reading
Problem
Unfortunately, many impoverished children’s reading skills are
inadequately developed in their early years, hindering their learning
success and limiting other opportunities. Children with low reading
skills who manage to progress to upper grade levels often find that
they simply cannot keep up with the pace of learning. The
curriculum shifts from “learning to read” to “reading to learn.” Thus
a large number of these students drop out because their literacy skills
are too low for the increasingly complex subject matter. The
Education for All (EFA) Global Monitoring Report 2009 indicates
that a high percentage of low income students attending school in the
early grades demonstrate
below-par literacy skills. In
All major educational research of
India, for instance, just under
the last decade identifies access to
half of grade 3 pupils could
books as a key factor in children’s
read a text for grade 1 students. In Brazil, over 60% of
reading achievement. – Reading is
students in grade 3 cannot read at the 1st grade level.
Fundamental
The results of low literacy skills is in major part due to the fact these students have less access to
schools with quality textbooks and enriching education resources, such as high interest books.
SACMEQ II states that over half of grade 6 pupils in many countries, such as Zambia, do not have a
single book. In Ethiopia, the Ethiopia Reads organization reports that most rural schools have no
books or reading materials for students. And yet education research finds that access to books is a
critical factor to a child successfully learning to read.
Building from Lessons Learnt in Phase I
In 2008, over 2750 books were delivered to 46 schools that had only a few to no reading books for
their students to use. All the books were purchased at discounted rates from Scholastic-USA, and
shipped to Zambia, Honduras, India, Ethiopia, and the Gambia. The project was met with great
success, and so a second phase of Developing Young Readers (DYR) was graciously implemented.
In December 2008 and January 2009, CCF National Office and Area Office staff from each of the
five countries investigated 1) to what extent were the books being used and how within the
classrooms, 2) what books from Phase I (subjects, themes, titles) were most educational and
popular among the classes, 3) what suggestions teachers and students had about the DYR program,
and 4) what languages of text particularly did schools need in each country. Case studies and
interviews with teachers, students, and parents were conducted. The investigation led CCF to
make modifications in book purchases that led to a higher success with the program.
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Interviews with teachers and students who had benefited from the books delivered in 2008, as well
as research about impacts on developing reading skills using storybooks, reveled that young readers
would benefit more by having access to books that are culturally and environmentally relevant and
familiar, as well as books printed in their primary languages. In many CCF countries, like Ethiopia
and India, children are raised speaking a home language that is different than the established
national language or the predominate language that schools mandate. In Ethiopia in the areas that
CCF works, the children’s home language is Amharic or Affan Oromiffa, but they begin learning
English about the third grade, and by the ninth grade, nearly all their schooling is conducted in
English. In India, CCF was operating DYR in regions where the children’s home language is
Mewari and the primary language within schools is Hindi, yet they are also taught English as a
second language.
Students Reading in U.P & Uttaranchal, India
During the review, it was found that
teachers from DYR Phase I were using the
new books for independent reading, but as
the schools were only provided one to two
copies of each title, the books could not be
used in many activities that involved reading
groups or facilitated reading by teachers.
Educational research shows that early
learners need guided reading in order to
help identify new words and meanings, as
well as facilitated practice for reading
comprehension. Schools requested to have
more copies of books with popular and educational themes/subjects. In the interviews, teachers
and students from DYR I often selected as the most educational and interesting books those that
related to history, stories teaching moral or values, and science, and that were colorful and
attractive, and taught rhyme and poetry. Based on these findings, it was decided that book
selection for DYR II should give priority to providing books that were 1) printed locally or written
in regional context so that they are more culturally relevant to the students, 2) focused on the
requested themes/subjects and 3) printed in both the students’ primary language(s) as well as
English (all the countries teach English at the primary level thus giving demand for English books,
expect for Honduras). CCF Education staff in each country helped in the book selection. Two
months were devoted to this process. Purchasing books locally in three countries also helped
eliminate some shipping costs, and for instance in the case of India, helped make it possible to
purchase quality books at a much more economic price (See Annex 1).
Book Selection
In Ethiopia, books were acquired from Macmillan-Ethiopia (Minche) that were
categorized for the African region, Ethiopian cultural specifically. Story books printed in
Affan Oromiffa and Amharic were included, written by nationally acclaimed authors.
The schools receiving books for Phase II also requested storybooks printed in English that
were user-friendly for beginning English as a Second Language (ESL), as well as
dictionaries in English and ESL reading facilitation guides for teachers to conduct reading
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groups and facilitated reading activities in class. 678 books were given to 5 Ethiopian
primary schools using DYR funds. The African Book Project, informed about DYR,
also donated 50 copies of Fire on the Mountain, a new Ethiopian novel for higher
grades in primary school. The grand total was 728 books for Ethiopia.
In the Gambia, CCF staff and the schools decided it was best to continue with Scholastic-USA as in
DYR I. The books provided to the first schools were very impactful. CCF staff assessed which
book titles were the most valued for their educational themes and popularity amongst the students,
and those book titles were given more priority during DYR II. Scholastic staff worked with CCF to
carefully select the story and children’s books that reflected familiar customs, relationships,
themes, and practices for the students, were high interest, and were printed specifically for the
African region. Books, like Kings and Queens of West Africa, reflected the popular theme of history.
Another prominent theme was social development, such as the good morality, community, and
friendship, reflected in popular titles like The Blind Men and the Elephant, It Takes a Village, and The
Tortoise Shell and other African Stories. A number of titles provided to students were
accompanied by the Teacher Guide to each particular title, to motivate more
facilitated reading and reading group activities. The books selected were all printed
in English. In total 530 books were provided to 10 underserved Gambian
schools for DYR II.
The Education Specialists in CCF-Honduras worked hard to find a well-acclaimed
Honduran publisher, Editorial Guadal, specializing in Ministry-approved children’s reading books,
for DYR II. The books mostly covered themes of self-esteem, important lessons/morals like
friendship and honesty and the importance of family, and health. They were
all printed in Spanish. In total, 480 books were delivered to 10
Honduran primary schools for Phase II.
In India, CCF Education staff worked with the Area Offices in the regions of
Udaipur, Uttaranchal and Rajasthan to select reputable Indian publishing
companies specializing in books for young readers. Books published in Hindi and English were
acquired from CBT (specializing in books in Hindi by acclaimed local authors of children’s books)
and Arvind/Scholastic-India. CCF staff were also able to make contact with a smaller publisher,
Manish, who published in Mewari, which being a less prominent language is difficult to come-by in
the book world. Several titles were provided to schools where Mewari is the students’ primary
language, with Hindi and English binding for second and third place. The books were also very
economical in price to the local cost of publishing and discounts for purchasing in bulk, thus
allowing CCF to purchase a large number of books with the funds. In total 1900 books were
provided to 12 schools in India for DYR II.
CCF-Zambia selected books based on the January interviews in Gambia and Zambia
that asked schools from Phase I which books from Scholastic-USA were the most
popular among students and held the most educational value. Based on those responses
by teachers, parents, and students, they selected the titles for Phase II. As students in
Zambia use English in school, all received books printed in English only. The title
selections paralleled the list for the Gambia. A number of titles provided to students,
like The Very Hungry Caterpillar and Chicken Soup with Rice, were accompanied by the
Teacher Guide to each particular title, to motivate more facilitated reading and reading group
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activities. 490 books were delivered to a total of 7 Zambian schools for Phase II.
Scholastic-USA also donated an additional 300 books, which were sent to Zambia,
making a grand total of 790 books.
Results of DYR II
By the end of February 2009, all books were purchased from the different publishers and delivered
to the schools by mid-March. The 46 schools that benefited from DYR II were different than the
44 schools participating in Phase I of the project. Several months later, Area Office and National
Office staff visited the schools to check the condition of the books, their usage, and what different
activities that teachers were doing with the books. The five CCF countries participated in the
monitoring and evaluation of DYR for both phases. The DYR II books given to the 44 schools
made observable positive changes within the classroom, and notably increased students’ exposure
to reading materials. There were other positive observations by teachers, parents, students, and
staff in the May 2009 assessments of the schools that strongly relate to the DYR delivered books. In
Phase I and II, the books were received by schools with great eagerness. They went to schools that
had little to no reading materials present, especially high interest reading books that were not
textbooks. In all five countries, the books were being used within the classrooms on a weekly and
even daily basis. Students were reportedly reading more than before the books arrived, and their
familiarity with the reading process and their interest in reading increased.
In May 2009, a final evaluation was conducted to assess the success of Phase II. A number of CCF
country staff used an assessment & observation tool, ‘’Developing Young Readers Monitoring &
Evaluation-Phase II” (see Annex 2), to conduct case studies of individual schools.
The “DYR Monitoring & Evaluation-Phase II” tool looked at:
How many hours a week students were reading the books?
Were the books mostly read independently by students or in group activities?
Were the books being used by girls and boys equally?
Were they made accessible to students and well-kept?
What titles from Phase II were the most learning effective and popular?
Suggested changes to DYR by teachers?
Were parents aware of the new materials to promote their children’s reading skills?
Did the reading averages of the students increase notably compared to past years?
Which grades were reading the books the most?
Questions for students that assessed their exposure to reading culture and their feelings
about reading for fun.
Other CCF countries of the five conducted other types of observations and interviews for data
gathering.
On average, teachers reported to CCF staff that students in schools that received books from DYR
II were reading more during class. In India, students read between 3 to 14 hours during a typical
school week, with an overall average of about 8 hours/wk. This was a significant advancement of
time devoted to reading activities. In Ethiopia, students were reading about 10 hours in the fiveday school week. Likewise, in Honduras, the mean was 5 hours weekly for reading time using
DYR books.
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All countries indicated that the students vary between reading in free reading time as arranged by
teachers either in class or in the library, and participating in reading groups amongst each other
and/or with the teacher facilitating the reading lesson. CCF developed materials as well as offered
published teacher guides that helped increase facilitated reading group activities in schools. Results
demonstrate that teachers who have little training and resources in reading facilitation make good
use of these resources, and are eager to have reading facilitation tools to help increase the quality of
their instruction. Books printed in English in countries were English is the second language, more
often than not required teachers to facilitate the reading or support students with guided reading
independently for word recognition or new word identification, such as in Ethiopia.
Reading Outside of Schools: Fewer schools than expected are making the books available for
check-out so that students may take the books home to read with family or as homework. Most
teachers who did not allow students to check books out expressed general worry that the books,
which were a precious resource, might be damaged or not returned. CCF staff will continue to
work with teachers to form check-out systems to encourage reading at home. In India, however,
10 out of the 12 schools allowed students to check books out to bring home.
Girl Students in Ethiopia
Gender: The books were used equally as much on average by
students in India, Zambia, and Honduras. In Ethiopia, boys
and girls were noted using the books equally as much, even
though the number of boys tended to exceed the girls at
times. School
In Indian schools, what gender is
staff is putting
reading the most?
effort into
encouraging
higher female
readership in the schools. In India, out of the 12
Boys
schools in Phase II, 10 experienced girls and boys
Girls
reading equally as much. Much effort was also
Both Equally
placed into selecting books for all five countries that
held a balanced number of female and male models
within the books, and that those models were
positive in their values, acts, and lessons learnt. The
reason for this was the often times curriculum in some developing nations is dominated by male
models (characters, examples) and offer little positive female models that ensure more equitable
modeling for students.
Care of Books: Teachers and school directors were asked by CCF in each country to store books
where they would be safe from the elements and theft, such as: in a cabinet, book shelf, or library.
This was more difficult for some schools than others, especially those that have very few resources
or funds for furniture. CCF staff worked with schools and community school groups to build or
acquire storage spaces, like in Zambia and Honduras. In May, schools demonstrated to CCF staff
how the books were being maintained, either on shelves accessible to students or in a school
library, as well as the conditions of the books. In most of the 44 schools, the books were made
readily available for the students in different grade levels. In India, often school libraries were
established to hold the books, and library hours were set. In some schools in Zambia, the books
were kept in the director’s office because no other safe space was available. But, in these cases, the
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books were made accessible on a daily basis for check-out during the school day, and teachers used
the books to read to the class at least once a week. Many teachers also taught their younger
students how to properly care for books so that they would not be damaged and could be shared by
everyone.
Parent Involvement to Improve Children’s Reading Skills: CCF staff also requested that
schools inform the students’ parents about the arrival of the new books. To ensure that students
are reading more at home, it is important to get parents involved by encouraging their children to
read at home. In India, all but one school had successfully informed the parents, and they were
experiencing increased participation by parents in the students’ reading. In Honduras, parents
were informed during teacher-parent meetings.
Polled Students Read to by Family
Member
Students in Honduras, India, and Ethiopia were
asked by CCF staff to raise their hand if their
60
parent or older sibling read to them at home. In
50
India, 62 percent of polled students raised their
40
30
hand. This significantly differs from Honduras
20
where the average was 22 percent and Ethiopia
10
with 29 percent. There remains the challenge in
0
most CCF countries, such as Honduras and
India
Honduras
Ethiopia
Zambia, where many students have parents who
are not literate or who do not read at home as habit, or live in homes with little to no reading
materials; and thus, these factors make it harder to guarantee pupils are reading at home. Related,
Early Grades Reading Assessment research by the RTI International has shown a significant
correlation between better reading skills and students who read aloud in the home and those who
have books to read at home. It is necessary for more effort to be devoted to books being lent to
students for home use, as well as increased participation by parents to ensure that they are reading
within the home environment, such as oral reading.
Average Percent
70
Increased Reading Skills: It cannot be determined with information available that the presence
and use of the DYR books lead to increased reading skills among the students. However, there are
strong associated results reported by teachers in a number of the participating countries that suggest
a causal link. CCF asked teachers in Ethiopia, India, and Honduras if they believed that the reading
averages of their students increased in part to the books given and reading activities. For example,
what was the class reading average level when the books were brought, and what was it at the end
of the semester or term, and was this difference in reading level higher on average among the
students than during previous years when access to reading materials was less?
In Ethiopia, the reading averages within the schools
participating in DYR II were reported by teachers to
have increased very highly from the previous numbers,
around 25% difference. The level of reading in these
schools has typically been quite low. Yet teachers say
that it is much higher than previous years when access
to reading materials was less. In Honduras, children
who have a history of reading problems are
demonstrating improved and/or improving reading
Students Demonstrating Above
Average Reading Skills Improvement
Ethiopia
India
20%
21%
22%
23%
24%
Average Percent Increase
7
25%
26%
skills, interest in reading. Some are also reading during their free time for the first time. In the
areas of U.P. and Uttaranchal, India, five out of seven DYR II schools have noted improved reading
skills among children. The other two schools received their books later in the spring so it was too
early to measure any impact. Likewise, in five other schools in this region of India participating in
DYR II, 52 percent of primary students using the books showed an average improvement of reading
skills. 22 percent of the students demonstrated an above average improvement compared to
previous years. It is important to remember that these averages were based on teacher observation
over a semester period, not fully accounting for possible room for error. But these results offer
more insight into the likely impact that DYR is having on reading skills improvement within these
underserved schools.
Grades Using the Books: In each country, the average age of the students who were given
primary access to the books differed. This was for a variety of
reasons, for instance: in some regions students do not begin
school until 7 or 8 years of age, primary schools differ in the age
range/offered grade levels of students. DYR targets young
readers, grades 1-4 or ages 5-10, yet expects that students in
older grade levels are also reading the books. This case is
especially apparent in countries like Ethiopia where schools for
the first time received high interest reading books, thus offering
older students their first access to such reading materials. In
Honduras, the average grades with access to the DYR II books
were 1st, 2nd, and the 3rd grade. In Zambia, most schools offered the books to all grade levels, 1st6th. In U.P. and Uttaranchal, India, the grades ranged between 3rd and 10th, with the average
around 3rd and 4th. CCF staff is encouraged especially in areas where younger students are not
given equal access to books to work with teachers and school directors to establish systems where
the younger students may also benefit.
Measuring Students’ Interest in Reading for Fun: CCF staff in Honduras, India, and Ethiopia
polled students in classrooms participating in DYR II about their attitudes towards reading, more
importantly their interest in reading as an activity (see Annex 2). CCF staff was instructed to select
one random class using the DYR II books for the evaluation. In Honduras, 17 students were polled
from one rural classroom, and 63 students in Ethiopia from one school participated. In the case of
India, the staff polled all the present students in the randomly selected school, with a total of 468
participating students. Like any assessment involving young learners, it should be considered that
some student participants might have felt inclined to give the answer that they believed was the
proper answer instead of how they really thought, or might not have fully understood the
statement. However, due to the differences in similar questions, it seems more than likely that the
answers given reflect the students’ experiences and beliefs.
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Reading is a Fun & Pleasurable
Activity
Average Percent of Students
who Agree
Average Percent of Students
who Agree
If Someone Gives Me a Book as a
Present, It Makes Me Feel Happy
120
100
80
60
40
20
0
India
Honduras
Ethiopia
120
100
80
60
40
20
0
India
Honduras
Ethiopia
In all three countries, polled students indicated that they enjoy reading and its value. Over 75
percent of the students agreed that reading is fun and pleasurable, the average being the highest in
Honduras, and the lowest being in Ethiopia, but only by a difference range of 22 percent.
Likewise, the average percentage of students enjoying being read a storybook by someone, such as a
teacher or parent, was also high, especially in Honduras and Ethiopia. The number of students who
enjoy being read to verses those who like to read with friends in a group was slightly different.
Students in Ethiopia and India generally expressed less enthusiasm towards group reading, although
the percentage difference was small.
Average Percent of Students
who Agree
Overall, students seemed to judge the value of reading as being
high. They associated reading as a practice that holds
People who Read Are Lazy or Boring
importance. When asked if people who read are lazy or
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boring, all Ethiopian and Honduras students kept their hand
14
12
down signaling that they disagreed. In India, only 71 out of
10
468 students agreed with the statement. The value of reading
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is not always held in the same regard throughout the world.
6
4
Students must be taught by parents, teachers, and other
2
influencers about the positive significance that reading as a
0
hobby or for academic purposes holds. Also, they can be
India
Honduras
Ethiopia
influenced to enjoy reading by being exposed to books that
meet their interests, which was one of the goals of the Developing Young Readers program.
Interestingly, a large percentage of students
from Ethiopia and India indicated that they do
not read everyday in school. In Ethiopia, 47
120
percent of the 63 students did not raise their
100
hand to the statement that “I read everyday in
80
school, from my textbook, newspaper, and/or
60
story books.” Similarly, in India, 62 out of 468
40
students also left their hand down when asked
20
this question. It would be of value for CCF staff
0
India
Honduras
Ethiopia
to visit other schools in these regions to assess if
the lack of daily reading in school is an issue. It
would also be beneficial to ask teachers about these figures and/or to conduct random classroom
observations to see the level of daily exposure to reading text.
Average Percent of Students
who Agree
I Read Everyday in School
9
Pictures from Developing Young Readers
CCF Students Reading DYR Books in India
CCF Students Reading DYR Books in Ethiopia
10
CCF Students Reading DYR Books in Honduras
11
Students Reading DYR Books in the Gambia
CCF Students Reading DYR Books in Zambia
References:
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Crouch, L., & Korda, M. (2008). EGRA Liberia: Baseline Assessment of Reading Levels and Associated
Factors. Washington, D.C.: RTI International.
Reimers, F., Aguerrondo, Arregui, & Bracho. Unequal Schools, Unequal Chances. Cambridge, M.A.:
2001. Harvard.
Annex 1: Developing Young Readers Expenditures
CCF
Country
# of
Schools
Ethiopia
5
Gambia
Total
Books
Delivered
Additional
Donated
Books
Book
Expenditure
Shipping
Costs
TOTAL Country
Expenditure with
DYR II Funds
678
50
1426.28
0
1426.28
10
530
0
1664.6
416.15
2080.75
Honduras
10
480
0
1630.4
0
1630.4
India
12
1900
0
1655.5
29.5
1685
Zambia
7
490
300
1493.73
373.43
1867.16
TOTAL
44
4078
350
7870.51
819.08
8689.59
Annex 2:
Developing Young Readers Monitoring & Evaluation-Phase II
PART 1
Directions: Please have AO staff ask teachers from 2-all schools in
your country that received DYR purchases to answer the following
questions. Present the information separately for each school. It is
important to follow up with the success and challenges of the program for ways to
track and improve DYR. Thank you! Please send the results back by May 22. Also include
pictures of the students with the new books.
1. Since receiving the new books from CCF-DYR, how much did the students use new
reading material (average # hours in a week)?
2. Were the new books mostly read independently by students in free reading time, or
did they also use them for reading groups where the adult/teacher facilitated the
reading?
3. Did the boys and girls use the books equally as much?
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4. Were the books made accessible to students to use during the school day, as well
as to borrow to bring home?
5. Which titles of donated books were the most learning effective and popular among
the students in the teachers’ opinion?
6. Are the teachers able to keep the books stored where they are safe from the
elements and theft, such as: in a cabinet or book shelf?
7. What changes would the teachers suggest?
8. Were parents informed about the new school materials and asked
to help promote their children to read them?
9. Did the reading averages of the students increase and their
reading skills improve in part due to the books given? For example,
what was the class reading average level when the books were
brought, and what was it at the end of the semester? Was this difference in reading
level higher than previous years when access to reading materials was less?
10. Which grades had access to the new books?
PART 2
Questions for Students: Select one random class out of the school using the books.
Ask students in the class to raise their hand if they agree, and to keep their hand
down if they disagree with the following statement. Record the total number of hands
raised (agree) and the total number of students present in the class.
Statement about Reading
# of Students who Agree
Reading is a fun and
pleasurable activity.
If someone gives me a book
as a present, it makes me
feel happy.
I like it when someone reads
a story book with me.
I like to read with friends in
a group.
I read everyday in school
(from my textbook,
14
Total Students Present in
Class
newspaper, and/or story
books).
My parents and/or older
siblings read to me at home.
People who read are lazy or
boring.
In class, I enjoy free time
devoted to reading and
stories.
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