Teaching Literacy with Simplified Instruction and Evidence-based Pedagogy to Improve Early Childhood Reading
| dc.contributor.author | Mwinyi, Mohamed Juma | en |
| dc.contributor.committeechair | Rudd, Rickie Duane | en |
| dc.contributor.committeemember | Elliot, John F. | en |
| dc.contributor.committeemember | Crowder, Loy Van | en |
| dc.contributor.committeemember | Mukuni, Joseph Siloka | en |
| dc.contributor.department | Agricultural, Leadership, and Community Education | en |
| dc.date.accessioned | 2025-02-21T09:00:10Z | en |
| dc.date.available | 2025-02-21T09:00:10Z | en |
| dc.date.issued | 2025-02-20 | en |
| dc.description.abstract | This study aims to enhance the quality of literacy instruction in rural primary schools in Tanzania by promoting early childhood reading through simplified instruction and evidence-based teaching strategies. Many primary school students struggle with reading and writing, leading to a higher likelihood of school dropout and perpetuating the cycle of poverty. To address this issue, a mixed methodology is employed, incorporating both deductive and inductive approaches in data collection and analysis, while linking the respective strands. The research utilizes an Early Grade Reading Assessment (EGRA) to measure reading levels and evidence-based teaching strategies to gain insights into teachers' experiences. The findings indicated an increase in the average mean score for both groups, with significant improvement in mean reading scores across all subtasks for the treatment group. The qualitative method explained the reasoning behind the improved scores for the treatment group. Teachers pointed to specific teaching strategies they found effective, such as structured learning (I Do, We Do, You Do), student-centered teaching approaches emphasizing engagement and personalized learning, play-based learning as a core strategy, and social learning through peer cooperation. The mixed-method analysis leveraged the combined strengths of quantitative and qualitative approaches to offer an in-depth understanding of the impact of simplified, evidence-based teaching strategies on improving early-grade reading. By integrating both strands, this study successfully highlighted the relationship between qualitative and quantitative data, demonstrated the independent influence of each, and illustrated how their combined insights contribute to a richer understanding of early-grade reading. Education and Policy Implications—Ultimately, the findings from this study not only contribute to academic discourse on early childhood reading but also offer practical insights that can inform educational policy and teaching practices, contributing to the foundation for lifelong learning and literacy. | en |
| dc.description.abstractgeneral | This study focuses on improving how children in rural primary schools in Tanzania learn to read. Many young students face challenges with reading and writing, which often leads to them falling behind in school and, in some cases, dropping out altogether. To tackle this issue, researchers tested a new, simplified teaching method and pedagogy designed to make learning easier and more effective. The study used a combination of data approaches. First, students' reading abilities were measured using an Early Grade Reading Assessment (EGRA). Then, the new teaching strategies were introduced, and the experiences of teachers were documented to understand the impact. The results showed that children in the treatment group (those who used the new Pedagogy) improved significantly in their reading skills compared to those in the control group. Teachers highlighted effective strategies such as "I Do, We Do, You Do," where they demonstrated skills, practiced together with students, and then let students try on their own. They also used play-based learning, teamwork, and personalized teaching approaches, which made lessons engaging and interactive for students. By combining numbers (quantitative data) and teacher insights (qualitative data), the study provided a deeper understanding of what works in helping children read better. The findings not only add to our understanding of teaching methods but also offer practical ideas for improving school Pedagogy and policies to support literacy and lifelong learning. | en |
| dc.description.degree | Doctor of Philosophy | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:42557 | en |
| dc.identifier.uri | https://hdl.handle.net/10919/124673 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | Early Childhood Reading | en |
| dc.subject | Evidenced-Based Pedagogy | en |
| dc.subject | Simplified Instruction | en |
| dc.subject | Student Centered Learning | en |
| dc.subject | Teachers Experience | en |
| dc.subject | Literacy Development and interactive Learning Strategies | en |
| dc.title | Teaching Literacy with Simplified Instruction and Evidence-based Pedagogy to Improve Early Childhood Reading | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Agricultural and Extension Education | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Philosophy | en |
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