About

What happens when children without many opportunities for reading practice are paired with computers that help them pick stories, listen to them as they read, give help when needed, and correct their mistakes? TechBridgeWorld's Project Kané explored this question with children in communities in sub-Saharan Africa.

One contributing factor to the low reading proficiency of some children in Ghana may be lack of opportunity to practice reading, particularly guided reading. For the average Ghanaian child from a rural or low-income urban background, reading may not be part of daily family life. In many cases, the child speaks a native language at home but attends a school taught in English. Typically, schools offer few opportunities for individual attention while developing reading skills.

This field research investigated the hypothesis that, with increased opportunities for guided reading practice, the child's proficiency in and motivation for reading can improve significantly. Guided reading practice can be offered in multiple ways. This study explores the efficacy of two approaches: (1) using the automated LISTEN Reading Tutor developed at Carnegie Mellon University, and (2) regular reading practice with an older, literate youth.

Both approaches focus on English literacy, as this is the primary language of instruction in Ghana, particularly in the urban region of interest.  The target population is children in grades two to four in a public under-resourced primary school in Accra, Ghana.

The field study was implemented using a phased approach. The goals of the pilot phase (Phase 1) were to investigate the feasibility of the technology in the Ghanaian setting, identify any factors that could affect the success or failure of the main study, and garner interest and support for the project from relevant parties including teachers and parents. The focus during the pilot phase was on observation and information-gathering. Lessons learned from this phase will be incorporated into Phase 2 of the field study, aimed at statistically measuring the efficacy of the reading tutor compared to regular practice with an older youth, in helping children improve their reading skills.

The primary student researcher for the study is Ayorkor Korsah. The study was conducted in collaboration with several community partners, and Carnegie Mellon University’s Project LISTEN. It is sponsored by TechBridgeWorld and Carnegie Mellon University.

Timeline

• Fall 2004 – Technology for Developing Communities class project initiates the Project Kané idea.
  
• Spring 2005 – Planning for summer pilot project.
  
• Summer 2005 – Phase 1 pilot project as a part of the V-Unit Project. Ayorkor spends one month in Accra, Ghana working with children at the Abossey Okai Anglican "A" Primary School. A new partnership is created with Associates for Change. CyberCity internet café participates as a venue for student interaction with the LISTEN Reading Tutor.
  
• Fall 2005 – Development of Phase 2, feedback received from the Technology for Developing Communities class.
  
• Spring/Summer 2006 – Implementation of Phase 2.
• Summer 2008 - Feasibility study with partners in Zambia.