Reading support project : final design evaluation report

The key evaluation question answered in this report is: Is the Reading Support Project Theory of Change likely to lead to the anticipated results? Khulisa employed a qualitative research design. Findings include: • RSP and Early Grade Reading Study (EGRS) have similar understandings of reading acquisition and how teachers’ capacity to teach effectively can be enhanced. There are differences between these programs, including length and frequency of training, and the type and weighting of support provided. • While the RSP Theory of Change is based on evidence about reading acquisition and effective teacher development strategies, the quantum of desired change is not specified, neither is teachers’ experience, urban or rural schools differentiated, nor the inclusion of previously participating EGRS teachers considered. There are other implementation risks for the RSP that must be addressed for sustainability. • The success of the RSP Theory of Change depends on the uptake of the lesson plans, materials, and classroom libraries. The program assumes good quality training, materials are delivered, and that teachers have an incentive to implement. The quality, nature, and dosage of coaching may influence the degree to which the RSP is able to replicate or exceed the EGRS.