Writing for Change: Developing Class One textbooks and readers in Andhra Pradesh, Southern India

Abstract

Ongoing work in Andhra Pradesh Primary Education Project (APPEP) (Southern India) has resulted in the production of a new Class 1 textbook, teacher textbook and eight supplementary readers. These important and innovative new classroom materials have been produced as a result of training and workshops involving resource persons from the Telugu Academy, Telugu University, State Centre for Educational Research and Training and lecturers in District Institutes of Education and Training. Additionally, for the first time, primary school teachers were co‐opted on an equal basis to work on the materials. The textbook, which constitutes the only learning material in Class One, is designed to teach children to read and write in Telugu. Previous research showed that children at the end of Class 2 were mostly unable to identify letters or words out of the context and order in which they appeared in the textbook. The current state textbook was basically a writing primer, teaching writing in alphabetic order with reading rarely going beyond single words or sentences. The new textbook incorporates the necessary ‘reading context’ using rhymes, short stories and dialogue to encourage shared reading with the teacher before individual letters are learned. The order of introduction of the letters for writing has been based on research showing generalisable shapes in letters; alphabetic order is learned as a separate item. The pictures in the book were designed to promote discussion and develop prediction and an understanding of story structure. The content was matched to the child's developmental and psychological needs. The teacher textbook incorporates ideas for extending learning into activities and exercises and consists of the children's textbook interleaved with teacher guidance. The evaluation shows that this teacher guidance has been used and valued by the teachers. The eight supplementary readers are at four levels. Level One is for shared reading with the teacher and includes folk stories, songs and a story about a family. Level Two are picture books with simple captions and sentences using only the letters and words already learned by the child. Level Three progresses to more extensive stories including some information based stories. Level Four revisits Level One for independent reading of the same books. The books have been trialled in 50 sample schools matched on a number of variables to 50 control schools. A pre‐reading test was administered to all children and a post‐reading test measured learning gains. Case studies of the books in use in classrooms were also undertaken. The evaluation to date shows significant learning gains amongst the children in the sample schools, a high degree of teacher satisfaction and interest and approval from parents and children. A resource team including teachers has been trained for further renewal of textbooks throughout the primary years. This work has been funded by the Overseas Development Administration and they will fund the provision of eight supplementary readers in all Class One in schools throughout the state in 1996. After revision the textbook will be implemented by the Government of Andhra Pradesh.