Remedial Reading Program Pilot Study Report

The program aimed to improve reading skills among students who were struggling with reading. The study was implemented in 2014 and involved 2,730 learners from 30 schools in Kenya. The remedial reading program was designed to provide additional support to learners who were not meeting the expected reading standards. The program consisted of 20 instructional activities, which were delivered by trained teachers and senior teachers. The activities focused on phonics, fluency, vocabulary, and comprehension skills. The program also included mentoring, training, and support to teachers to ensure effective implementation. The study used a mixed-methods approach, combining both quantitative and qualitative data collection methods. Learner assessments, quantitative interviews, and qualitative interviews were used to collect data on learner outcomes, program implementation, and implementer perceptions. The study found that learners in the remedial reading program showed significant improvement in reading skills compared to the control group. The program also improved learners' letter-sound knowledge, word-reading proficiency, and comprehension skills. The study identified several challenges faced by teachers and senior teachers during the implementation of the program. These challenges included limited resources, inadequate training, and lack of support from senior teachers. The study also highlighted the importance of mentoring and training for teachers to ensure effective implementation of the program. The findings of the study suggest that the remedial reading program was effective in improving reading skills among early grade learners. The program's design and implementation were also found to be effective in supporting learners who were struggling with reading. The study recommends that the program be scaled up to reach more learners and that additional support be provided to teachers to ensure effective implementation. The study's results are presented in several figures, which show the differences in learner outcomes between the treatment and control groups. Figure 1 shows the differences in word-assessment verification between the treatment and control groups. Figure 2 shows the differences in letter-assessment verification between the treatment and control groups. Figure 3 shows the changes in learners' letter-sound knowledge between the control program and the treatment groups. Figure 4 shows the mean number of correct letters read by learners between baseline and endline. Figure 5 shows the comparison of learners' word-reading proficiency at baseline and at endline. Figure 6 shows the number of correct words (mean) read by learners at baseline and at endline. Figure 7 shows the gender differences in word-reading proficiency among all groups. Figure 8 shows the letter reading proficiency of learners in the treatment and control groups. The study's conclusions and recommendations are presented in the final chapter. The study concludes that the remedial reading program was effective in improving reading skills among early grade learners and recommends that the program be scaled up to reach more learners. The study also recommends that additional support be provided to teachers to ensure effective implementation of the program.