What makes the difference? An analysis of a reading intervention programme implemented in rural schools in Cambodia

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...

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Bibliographic Details
Published in:Compare 2014-05, Vol.44 (3), p.416-434
Main Authors: Courtney, Jane, Gravelle, Maggie
Format: Article
Language:English
Subjects:
Austro Asiatic Languages
Cambodia
Classroom Observation Techniques
Comparative studies
Control Groups
Early childhood education
Emergent Literacy
Experimental Groups
Foreign Countries
Intervention
Interviews
Mixed Methods Research
Observation
pedagogy
Phonics
Program Evaluation
Questionnaires
reading
Reading Achievement
Reading Difficulties
Reading Improvement
Reading Programs
Reading Skills
Rural areas
Rural Schools
Teacher Surveys
teachers' perceptions
Teaching Methods
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Summary: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.
ISSN:0305-7925
1469-3623
DOI:10.1080/03057925.2013.765287