NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ1026509
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7925
EISSN: N/A
What Makes the Difference? An Analysis of a Reading Intervention Programme Implemented in Rural Schools in Cambodia
Courtney, Jane; Gravelle, Maggie
Compare: A Journal of Comparative and International Education, v44 n3 p416-434 2014
This article compares the existing single-strategy approach towards the teaching of early literacy in schools in rural Cambodia with a multiple-strategy approach introduced as part of a reading intervention programme. Classroom observations, questionnaires and in-depth interviews with teachers were used to explore teachers' practices and attitudes. Research was also conducted into the nature of the Khmer language. These preparations informed the design of the programme implemented in 127 rural schools. The success of the intervention was evaluated through classroom observations and a survey of teachers. Pupils' reading was assessed in a sample of the intervention schools and compared with a sample of pupils in schools without the intervention. Results showed that most teachers in Cambodia use a one-strategy approach to teaching reading but that reading competence remains poor. In comparison, the assessment of pupils following the training of teachers in a multiple-strategy approach showed a marked improvement in their reading.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cambodia
Grant or Contract Numbers: N/A