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Kindergartners are guided to learn how to read, through repetition and positive feedback, and by using time-tested strategies such as rhyming songs, alphabet exercises, phonetics lessons (The P says "pah"), sight words, and simple books that contain a small vocabulary of short words with good illustrations ("Hop on Pop" by Dr. Seuss). Schools in rural Burkina Faso have none of that, and most teachers have little training in how to deliver these strategies. An important component of rural village libraries is to have librarians who are trained and who can train others in these strategies. This seems to me to be an essential medium-term focus for library support organizations like FAVL. But with present resources, we can barely scratch the surface.

The summary of the brief report is available here.

The first study, conducted by Isaac Adetunji Olaofe, examined public schools and illiteracy in Zaria, northern Nigeria. This action research was undertaken to get first-hand information about literacy teaching in five primary schools. The researchers set out to study teachers and students of English and aimed at better understanding the constraints each group faces.

To achieve these goals, inventory schedules were designed to record the materials and equipment in each classroom. In addition, an observation schedule through one school year allowed the research team to code activities during lesson presentations and to record classroom actions. In part, the researchers' findings revealed the following information: (a) All of the primary schools were deficient in the basic infrastructural facilities that make learning conducive, such as access roads, buildings, furniture, and toilets. Many classrooms lacked window covers, doors, ceilings, and basic items such as tables and chairs, and children generally sat on the floor. (b) The schools had very little in common in terms of ideas for teaching literacy. Working more in isolation, teachers did not share teaching experiences with one another. (c) Literacy materials were almost nonexistent. Copies of the sole text that was used were in short supply, and children were not allowed to take them home. (d) The schools lacked libraries and other teaching materials. (e) Lead teachers, inspectors, and supervisors saw themselves as administrative heads of a top-down administration and were less concerned about literacy development than with handing down directives. (f) Parental or home support was found to be extremely limited. (g) High absenteeism rates, especially during the planting and harvesting seasons (when student attendance fell below 50%) were credited to parental dissatisfaction with student progress. (h) Corruption was widespread, and most of the resources allocated for education did not reach the classrooms.

Interesting reading promotion strategy.

Comment motiver les élèves à la lecture ? La Bataille des livres et un premier prix de lecture à la Foire du livre de Bruxelles.

"Avant, je ne lisais jamais. Depuis la Bataille des livres, j'adore lire. J'ai lu pour le concours ‘La petite poule qui voulait la mer’. À Bruxelles, à la Foire du livre, on vendait la série de ces histoires. J'ai acheté trois livres avec mon argent de poche." Le témoignage de Thomas compte parmi d'autres dans un quotidien. Celui-ci réserve une pleine page à l'aventure vécue par les élèves de 3e et 4e années primaires et à leur consécration le 1er mars, à la Foire du livre dans le cadre d'une rencontre intercontinentale qui a mis en compétition les participants de huit pays via Internet.
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