The impacts of a culturally relevant book flood on early literacy in Papua New Guinea

Hilary A Smith, Kym M Simoncini, Rebecca McDonald and Stephen Haslett

International Journal of Educational Development, 2023, vol. 98, issue C

Abstract: Determining the most effective means to improve literacy rates in low resource educational environments remains an important challenge. We explored literacy impacts of a book flood of culturally relevant reading books in Papua New Guinea (PNG) through teacher training and distributing 25,240 copies of 126 culturally relevant books to 150 schools. The project also included 150 control schools. We sampled Elementary 1 and 2 level cohorts in 79 schools at baseline and 79 Elementary 2 level schools at follow up - over 1,100 children at each stage - and found statistically significantly greater improvements in the intervention group’s reading comprehension. Our analysis indicates that the flood of culturally relevant books was the principal reason.

Keywords: Early literacy; Book flood; Papua New Guinea; Culturally relevant books; Linguistic interdependence; Complex surveys (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0738059323000032
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:98:y:2023:i:c:s0738059323000032

DOI: 10.1016/j.ijedudev.2023.102726

Access Statistics for this article

International Journal of Educational Development is currently edited by Stephen P Heyneman

More articles in International Journal of Educational Development from Elsevier
Bibliographic data for series maintained by Catherine Liu ().