Accelerated Reading Program Jan ’10 – Mar ‘10. PRAGATHI Accelerate Progress Accelerated...

Accelerated Reading Program

Jan ’10 – Mar ‘10

PRAGATHIAccelerate Progress

Accelerated Reading ProgramKodihalli Cluster

www.pragathinet.org

Problem Addressed “In Karnataka, one out of two children in government

primary schools cannot read Kannada”

“In Karnataka, nearly 98% of children are enrolled in

Primary schools; yet only 47.2% graduate”

“As the years pass the weaker children lag further and further behind till they finally drop out”

Source:http://aksharafoundation.org/reports/KLP_report.pdf

www.pragathinet.org

16600 children were assessed to come under this program

Student Breakup

• Hubli – 7600

• Dharwad - 9000

Why Hubli and Dharwad?

• Many Akshara members around there making it easy to implement

• Other districts will be covered eventually

Reading Cards

• 45 cards in a set

• Same set of cards for students at all levels

(Zero, Word, Sentence, Paragraph)

Reading card cost details

1 set (@Rs.60) of reading cards is shared between 4 kids

$2000 -> Rs.94,000 -> ~1566 sets of cards

6267 kids will benefit

For 16600 kids total cost in INR is 249,000 => $5300 (conversion at Rs 47)

Kanakapura 45 Card Assessment

45 Card Assessment

Student Case Study Report

• Student’s progress with the project

JPEG Image

Schools

• Dharwad block: Mugad   

• Hubli Block: Bairidevar Koppa

• Kanakapura Block: Dodda Kabballi (Pilot project)

Backup Slides

September 12th Akshara Chairman in Austin

Reporting format –

Implementing teachers – Main

Supervisor – Case study of randomly picked kids

Block coordinator - Supervisor will gather data and send scorecard to block coordinator. They will combine and send all details. Weekly status case study for few students

Teacher trainingTeachers are basically trained on the methodology (Unorthodox approach)

The teacher begins by showing the illustrations on the card to the children to trigger their imagination

Children begin by guessing the story, interpreting the illustration in their own ways (Four or five of them are given a chance to tell their stories but the teacher makes no comment on their version)

The story cards are then given to the childrenThe teacher reads the story once - loud, pronouncing each

word clearly and pointing with her/his finger to each word as s/he reads (Children follow the teacher’s narration by pointing their finger on the words as she reads)

Now it is the children’s turn to attempt to read (The teacher does not correct the child even if blatant errors are committed – This is seen as a discouragement on the child’s attempt to read and an embarrassment in front of the class)