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Rally to Read : Educational Trust |
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The Rally to READ is an important rural literacy education project that supplies South Africa’s most remote schools with resources and training aimed at improving literacy levels where the need is the greatest. Your loyal support has been the mainstay of this project which is transforming the learning environments of the project schools. | | |
Objective reviews of the current status quo of the programme were carried out during the past Rally year through an external evaluation conducted by Viv England, an independent consultant, and through an internal baseline study, carried out by Bertus Matthee from READ Educational Trust. Congruent results from two separate sources indicate that your funding has had a significant impact upon these schools.
THE EXTERNAL EVALUATION BY VIV ENGLAND revealed that the Rally to Read programme is a well managed, co-ordinated and administered project which offers high quality teaching materials, training and classroom support. As a consequence, principals and teachers are most enthusiastic about the programme which is indicated in the effective teaching approaches adopted and the way in which classrooms create a “print rich” environment.
The effective teaching observed has given rise to the development of high levels of learner competence in basic reading skills and developing competence in high order reading skills. However, learners’ writing skills need to be significantly improved as their performance in writing lags behind their reading ability.
In conclusion, therefore, it is evident that the Rally to Read programme has made a significant contribution towards improving teaching and learning at the schools evaluated in this study.
(Viv England) Read more... | | | INTERNAL BASELINE ASSESSMENT of the learners in the Rally to Read project indicate that significant impact has been achieved in all third year Rally schools where implementation and resourcing has had a time to take effect.
Vocabulary and reading comprehension has risen to acceptable levels where learner’s achievements can compare favourably to their urban peers. Although writing scores are still below the 50% level, the progress made is encouraging. Teachers need time to implement effective teaching strategies to teach writing in schools as well as getting learners to implementing these skills. One can see by the results that third year project schools are starting to move in that direction.
(Bertus Matthee) Read more... | |
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