The Kids Read Project (KRP) is a collaborative partnership of the International Child Development Programme with support and funding from the World Vision Ghana (WVG) in collaboration with the GES as part of efforts to address the issues raised above. The Kids Read Projects sought to improve reading among KG children by embracing the language policy and proficiency of the children to help them learn to read in the dominant local language alongside the English language. This can be achieved through the use of phonics in the L1 (mother tongue) first, which will make it easier for children to analyze and decode in the L2 (English language).
The KRP was intended to bring an improvement in the reading skills of children through the design and provision of INSET to KG teachers and equipping their classrooms with requisite Teaching and Learning Materials (TLMs) for teaching reading. The project took into consideration, the creation of fun filled learning activities that teachers could take advantage of, to ensure appropriate learning environments for children in their classrooms
From the analysis the key findings from the evaluation include:
1. All the teachers in the intervention schools in the 4 ADPs demonstrated high level of knowledge in the standards and milestones of KG literacy after the project as against 30% before the project.
2. An average of 97% of KG pupils in the intervention schools in the 4 ADPs were successful in tests conducted on the concept of book after the project as against 62% before the project. This increase is 15 percentage points higher that the change in the control group which moved from 69% success before the project to 88% success after the project.
3. Tests on the concept of direction saw the intervention group move from 54% success to 89% success whiles the control group moved from 53% to 60%.
4. With respect to concept of Letter Word Orientation, the success rates of pupils who were tested before and after the project moved from 22% to 85% for the intervention group whiles the control group saw an increase from 37% to 46%.
5. With respect to the concept of phonics, tests conducted for KG pupils saw an increase in success rates from 18% to 61% for the intervention schools whiles the control schools decreased from 38% to 27%.
6. Similar tests conducted for KG pupils on the concept of digraphs showed success rates before and after the project increase from 1% to 19% in the intervention schools whiles the control schools moved from 4% to only 6%.
One noteworthy observation from these figures is the increases recorded in both intervention and control schools before and after the project. These increases can however be explained by the fact the two tests were carried out in different school terms (the second and third terms) by which time most schools had covered additional topics to enable pupils answer questions they previously failed to answer.
Significance tests for these results proved valid, showing that the project actually had an impact on the performance of KG pupils and that despite the challenges identified in the monitoring stages, the project can largely be described as successful with individual testimonies from teachers and pupils attesting to this fact.