Reading Association of Uganda 4th Annual National Literacy Conference Silver Springs Hotel Kampala Uganda

Intervention-based Literacy Studies Theme Objective: Literacy and Socio-Economic transformation Topic Intervention-model literacy studies: Developing a Culture of Reading to Know Presenter: Mary Oluga (Associate Professor) Aga Khan University-Institute for Economic development, East Africa

Acknowledgements The following are recognised for their role support: Global Affairs Canada Firelight Foundation The Aga Khan Development Network (AKDN) and The Aga Khan University Institution for Educational Development, East Africa (AKU IED, EA)

Presentation Objectives This Presentation is designed to Create an awareness on the role of literacy interventions in initiating and supporting reading among children. Sensitize participants on the need to support parents and communities in children’s literacy development. Examine the significance of instituting a reading culture and its relevance in social transformation.

Introduction All literature and literacy originate from the human need to tell stories about one self, or others or about the world around us, it is the same understanding that should be cultivated to help children live, survive and develop. Hence diversity in purpose of children’s books transfer knowledge on the world around us, present image of children’s everyday life, present image of their feelings and conflicts and how to solve them; and share information about other cultures and customs.

Real literacy Real literacy therefore expects that reading education should be sustainable and live beyond transferring simple technical skills but instead make use of the many available and indispensable competences drawn from children’s funds of knowledge and lived experiences. Illiteracy and the life cycle Adult literacy and school years Illiteracy and adulthood

Context and Purpose of study Observational, analytical study of literacy intervention strategies and programmes carried out in under-resourced communities in Kenya, Uganda and Tanzania. The focus was early years and primary school children. The investigation was undertaken within literacy intervention model, involving adults (teachers, parents and other community members) in workshops aimed at creating an understanding of the significance of reading in children’s literacy development, the nature of children’s reading materials and supporting children’s reading. These institutions involved were community-based organisations, schools and school systems Kumaravadivelu, B. (2006). Understanding language teaching from method to post-method. London: Lawrence Erlbaum Associates Publishers

The Literacy Programmes The Reading clubs: Funded by the University Research Council initiatives for pre-primary and primary school children run basically outside the school curriculum managed by the schools and parents. Children’s clubs: funded by Firelight Foundation, one of the activities of Community-based organisations (CBOs) an action research intended for capacity building Curriculum embedded Reading – SESEA A vertical case study with ethnographic component Participants involved in workshops in materials development New London Group, (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, Vol. 66 (1).

Framework for Literacy Improvement through Reading Culture Professional leadership Strong professional knowledge and understanding of literacy learning and effective teaching and learning strategies Monitoring and assessment to identify areas for additional support Communication between teachers across the core Learning and Subject Areas, with specific attention to the role of literacy learning; Close connections between the additional support and the mainstream curriculum Clear communication between home and school

Findings Intervention programs and targeted literacy teaching strategies do make a difference to literacy achievement. Careful targeting of the intervention programmes and strategies to address students’ contextual literacy learning needs is of major importance. Teachers, parents, and caregivers can be empowered to enable children realise various transformative literacy outcomes. Kumaravadivelu, B. (2006). Understanding language teaching from method to post-method. London: Lawrence Erlbaum Associates Publishers

Findings cont Watchful eyes and listening ears Children develop multiple cognitive functions through shared reading Associating with the characters and incidents they read about Children model their thinking and behaviour on characters and incidents they interact with in the stories. Putting content into practice - learning is not just about content – but how that content can be put into practice. Children get to live the experiences they read Relating with the content The environment as a third teacher

Lessons learnt and recommendations Reading and focus of thought Winch et al. (2004, p. 339), children’s literature can play an important role in cognitive and linguistic development, Empowering adults empowers children Women’s self-help groups (SHG) in low-income areas are a useful starting point for this intervention in a community Provided opportunity for children to come together under supervision Supported e.g shared reading through dialogic language techniques (open ended questions, repetition and modelling)

Lessons learnt cont Literature and language Storybooks and Poster Stories either in Kiswahili or English (Three translated into braille) literature should be selected in relation to its linguistic features (Boyle & Peregoy, 1990;) it is important not to exercise too strict control over the language (Krashen, 1983) the process of mentally re-enacting a story as it is read or after is read and producing the same in thoughts verbally helps cognitive development of language and thought

Lessons learnt and recommendations cont. Parental and caregiver support: Educators may consider offering families a structured, home‐based reading programmes in which parents are asked to participate in support programmes that provide them with information such as: knowledge about children’s language and literacy, understanding their role in promoting development, increasing their understanding of how shared reading enhances children’s development, the importance of the quality of the interaction between an adult and child during shared reading, and the importance of creating a literacy‐rich environment at home

Conclusion Other than the programmes discussed here, there are many other ways educators can increase a family’s opportunities for shared reading in the home. Consideration of above factors influence the level of sustainability of such interventions.

Reflections What are some of your thoughts and experiences on reading as a way of transforming lives. END THANK YOU