Accelerated Reading Program

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Accelerated Reading Program

• Jan 10 Mar 10

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PRAGATHIAccelerate Progress
Accelerated Reading ProgramKodihalli Cluster
www.pragathinet.org
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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
• Sourcehttp//aksharafoundation.org/reports/KLP_re
  port.pdf

www.pragathinet.org
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16600 children were assessed to come under this
program
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Student Breakup

• Hubli 7600
• Dharwad - 9000

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Why Hubli and Dharwad?

• Many Akshara members around there making it easy
  to implement
• Other districts will be covered eventually

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Reading Cards

• 45 cards in a set
• Same set of cards for students at all levels
• (Zero, Word, Sentence, Paragraph)

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Reading card cost details

• 1 set (_at_Rs.60) of reading cards is shared
  between 4 kids
• 2000 -gt Rs.94,000 -gt 1566 sets of cards
• 6267 kids will benefit
• For 16600 kids total cost in INR is 249,000 gt
  5300 (conversion at Rs 47)

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Kanakapura 45 Card Assessment

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Student Case Study Report

• Students progress with the project

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Schools

• Dharwad block Mugad   
• Hubli Block Bairidevar Koppa
• Kanakapura Block Dodda Kabballi (Pilot project)

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Backup Slides
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• 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

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Teacher training

• Teachers 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 children
• The 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 teachers narration by
  pointing their finger on the words as she reads)
• Now it is the childrens 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 childs attempt to read and
  an embarrassment in front of the class)