Storybooks in hand: A randomised control trial of a classroom library model

Abstract

Significant progress has been made in evaluating effective programmes to improve the teaching of early grade reading in the Global South. Although sustained and continuous independent reading is key to developing the habit of reading and reading proficiency, very little is known about effective classroom library or reading corner models for resource constraint contexts. This study addresses this gap by using a randomised control trial to evaluate the cost effectiveness and ease of use of a low-cost classroom library model. A model that combines classroom library kits with onsite training and coaching was Implemented in Grades 1–3 classes in 101 no-fee, rural public schools in Kwazulu Natal, South Africa. Using a wait list control group design, schools were randomly assigned to receive the classroom library intervention. Halfway through the intervention period, learners in the two groups of schools were interviewed about their access to books within their classrooms. Additional evidence was gathered from interviews with teachers and analysis of administrative records of storybook borrowing. The findings show that the implementiaton of the classroom library model significantly improved children’s access to independent reading books in classrooms. On average, learners in the intervention group borrowed the equivalent of 10 storybooks in an academic year.