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The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria

Lookup NU author(s): Dr Chris Counihan, Dr Steve Humble MBEORCiD, Professor Pauline Dixon

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This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

Abstract

This study investigates the effectiveness of teacher literacy training programmes on children’s reading development in Nigeria. Children from government primary schools in Kano State (n = 5,449) were tested on word-level reading ability to determine which teacher training programme positively affects learning determined by test scores. The findings suggest teachers trained in phonics instruction have a positive and statistically significant effect on children’s word knowledge compared to no phonics training and instruction that is embedded within a broader curriculum. The effects are greater when teachers have completed two different programmes that use adaptive instruction and include elements of coaching and mentoring. A pupil whose teacher has had both training will score 6.062 (p<0.001) points higher in Primary One and 4.344 (p<0.01) points higher in Primary Two. English spoken in the home environment, being a boy and older in your year group have a significant positive effect on word reading score.

Publication metadata

Author(s): Counihan C, Humble S, Gittins L, Dixon P

Publication type: Article

Publication status: Published

Journal: School Effectiveness and School Improvement

Year: 2022

Volume: 33

Issue: 2

Pages: 198-217

Online publication date: 27/10/2021

Acceptance date: 06/10/2021

Date deposited: 28/10/2021

ISSN (print): 0924-3453

ISSN (electronic): 1744-5124

Publisher: Routledge

URL: https://doi.org/10.1080/09243453.2021.1991960

DOI: 10.1080/09243453.2021.1991960

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