ABSTRACT

This study in Kano State, Nigeria, uses a quasi-experimental design to investigate the effectiveness of two teacher training programmes (ESSPIN and Jolly Phonics) in 536 government primary schools. In total, 5,449 children were tested using the phonics screening check to determine which teacher training programme positively affects learning. The effects are greater when teachers have completed two different programmes using adaptive instruction and include elements of coaching and mentoring. A pupil whose teacher has undertaken both training programmes will score 6.062 (p < 0.001) points higher in Primary One and 4.344 (p < 0.01) points higher in Primary Two. English spoken in the home, being a boy, and being older in your year group have a significant positive effect on word reading score. This research highlights the importance of meaningful and impactful teacher training on children’s reading development in English, the medium of instruction in Nigeria from the 4th year of primary school.

摘要

这项在尼日利亚卡诺州进行的研究使用准实验设计来调查 536 所公立小学的两个教师培训计划（ESSPIN 和 Jolly Phonics）的有效性。总共有 5,449 名儿童接受了语音筛选检查，以确定哪种教师培训计划对学习产生积极影响。当教师使用适应性教学完成两个不同的课程并包括辅导和指导元素时，效果会更大。一个学生的老师同时参加了这两个培训课程，在小学一年级 和 4.344（p < 0.01) 小二高分。在家中说英语、作为男孩和年龄较大的年龄组对单词阅读分数有显着的积极影响。这项研究强调了有意义和有影响力的教师培训对儿童英语阅读发展的重要性，英语是尼日利亚从小学四年级开始的教学语言。