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ERIC Number: EJ1065519
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: N/A
Experiences of Parents with the Reading to Learn Approach: A Randomised Control Trial Initiative to Improve Literacy and Numeracy in Kenya and Uganda
Abuya, Benta A.; Oketch, Moses; Ngware, Moses W.; Mutisya, Maurice; Musyoka, Peter K.
Education 3-13, v43 n5 p514-529 2015
Parental involvement in their children's schooling is in recognition that establishing the context in which a child attends school is important. Reading to Learn (RtL)was implemented in two districts of Kwale and Kinango in Kenya and of Amolatar and Dokolo in Uganda. This paper looks at parental involvement and their experiences with RtL. Data are obtained from survey responses at baseline and focus group discussions with parents at endline. Findings indicate that parents are key actors in literacy and numeracy of their children. The study underscores the role of parents and context in literacy activities and policy implementation.
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya; Uganda
Grant or Contract Numbers: N/A