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Soroti Core PTC Where would you be i you couldn’t read? Benefts o Learning to Read in Local Languages Early Grade Reading Assessment Results question correctly about a story they just read - learners need to read with uency but they also need to be able to understand what they are reading. Though many o the learners scored very low one message is clear: learners can answer more questions correctly in Local Language than English. In Runyankore-Rukiga, or example, only 4% o P3 learners could answer one or more questions correctly in English compared to over hal (53%) in the Local Language. Though oral reading uency (words read in one minute) is similar in English and local language, comprehension was higher in local language which confrms that learners can comprehend (understand what they are reading) better in a amiliar language. randomly selected program and control schools and learners were assessed in English and one o eight local area languages: Ateso, Leblango, Luganda and Runyankore/Rukiga (Cluster 1) in February/March, 2013 and Leb Acoli, Lugbarati, Lumasaaba, and Runyoro-Rutooro (Cluster 2) in February/March, 2014 . Figure 1 shows the percentage o P3 learners who answered at least one Research has shown that there are many benefts to learning to read in a local or amiliar language. This allows the learner to use existing language skills to acquire strong reading skills – reading skills which the learner can transer to reading in another language (such as English) in later years. Baseline Early Grade Reading Assessment (EGRA) results illustrate this point. EGRA data were collected rom 2 NEWSLETTER May - September 2014 The ability to read is one o the most undamental skills a child can acquire. Learning to read early and at a sucient rate (ast enough) is essential or learning to read well. Children who do not learn to read in the frst ew grades o primary school are more likely to repeat and eventually drop out o school, a great loss to the individual and society. USAID/Uganda School Health and Reading Program believes that, given the right environment and support, all children can and should, learn to read within the frst ew years o schooling. Training without ollow up support and guidance simply does not work, this is true or all o us and Ugandan primary school teachers are no exception. Ater training, teachers must be provided regular support and eedback to ensure that they are using new reading-specifc teaching methods and guiding learners to properly utilize reading primers in the classroom. The School Health and Reading Program has developed a joint model o support supervision to ensure regular contact time between head teachers, CCTs, inspectors, PTC tutors and teachers in order to provide constructive eedback on strengths and areas o improvement in teachers lesson planning and classroom teaching. The joint support supervision is done by Program technical sta, NCDC, MOES, DES, district local government ocials and college sta. Teams spend a week in each district, frst planning the weekly program then anning out to schools to undertake support supervision which includes reviewing lesson plans, observing a reading lesson and providing constructive eedback to teachers. Over the past year, over 700 teachers have been observed and directly supported in the classroom through these support supervision visits and a plan has been put in place to ensure that CCTs and school inspectors carry out the visits on their own ater participating in the program support supervision visits. To date, 127 CCTs, inspectors and associate assessors have observed over 1,000 lessons. Support Supervision: Supporting Teachers to Master Early Grade Learners understand more when they read in their local language
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