The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria

Counihan, Chris, Humble, Steve, Gittins, Louise and Dixon, Pauline (2021) The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria. School Effectiveness and School Improvement. ISSN 0924-3453 (In Press)

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Official URL: https://doi.org/10.1080/09243453.2021.1991960

Abstract

This study in Kano State, Nigeria, uses a quasi-experimental design to investigate the effectiveness of two teacher training programmes (ESSPIN and Jolly Phonics) in 536 government primary schools. In total, 5,449 children were tested using the phonics screening check to determine which teacher training programme positively affects learning. The effects are greater when teachers have completed two different programmes using adaptive instruction and include elements of coaching and mentoring. A pupil whose teacher has undertaken both training programmes will score 6.062 (p < 0.001) points higher in Primary One and 4.344 (p < 0.01) points higher in Primary Two. English spoken in the home, being a boy, and being older in your year group have a significant positive effect on word reading score. This research highlights the importance of meaningful and impactful teacher training on children’s reading development in English, the medium of instruction in Nigeria from the 4th year of primary school.

Item Type: Article
Uncontrolled Keywords: Systematic phonics, literacy, early reading, Nigeria, reading intervention
Subjects: L900 Others in Social studies
T500 African studies
X300 Academic studies in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: Rachel Branson
Date Deposited: 11 Jan 2022 15:38
Last Modified: 11 Jan 2022 15:45
URI: http://nrl.northumbria.ac.uk/id/eprint/48138

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