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Experiences of parents with the Reading to Learn approach: a randomised control trial initiative to improve literacy and numeracy in Kenya and Uganda.
Resource type
Journal Article
Authors/contributors
- Abuya, Benta A. (Author)
- Oketch, Moses (Author)
- Ngware, Moses W. (Author)
- Mutisya, Maurice (Author)
- K. Musyoka, Peter (Author)
Title
Experiences of parents with the Reading to Learn approach: a randomised control trial initiative to improve literacy and numeracy in Kenya and Uganda.
Abstract
Parental involvement in their children's schooling is in recognition that establishing the context in which a child attends school is important. Reading to Learn (RtL)was implemented in two districts of Kwale and Kinango in Kenya and of Amolatar and Dokolo in Uganda. This paper looks at parental involvement and their experiences with RtL. Data are obtained from survey responses at baseline and focus group discussions with parents at endline. Findings indicate that parents are key actors in literacy and numeracy of their children. The study underscores the role of parents and context in literacy activities and policy implementation.
Publication
Experiences of parents with the Reading to Learn approach: a randomised control trial initiative to improve literacy and numeracy in Kenya and Uganda.
Volume
43
Issue
5
Pages
514-529
Date
2015-10-01
Language
English
ISSN
03004279
Extra
an: 103338709; source: Education 3-13; docTypes: Article; pubTypes: Academic Journal;
Citation
Abuya, B. A., Oketch, M., Ngware, M. W., Mutisya, M., & K. Musyoka, P. (2015). Experiences of parents with the Reading to Learn approach: a randomised control trial initiative to improve literacy and numeracy in Kenya and Uganda. Experiences of Parents with the Reading to Learn Approach: A Randomised Control Trial Initiative to Improve Literacy and Numeracy in Kenya and Uganda., 43(5), 514–529. https://doi.org/10.1080/03004279.2013.829859
Publication type
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