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Improving reading abilities, attitudes and practices: A home-based intervention of supplementary texts for young readers in Cambodia

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  • Crawford, Michael
  • Rutkowski, David
  • Rutkowski, Leslie

Abstract

Through a Social Cognitive Theory framework, this experimental study examined the impact of high-quality, low-cost reading materials on young Cambodian students' literacy development. The intervention involved age-appropriate storybooks and reading supports for children and caregivers. Results demonstrated that a combination of books and support effectively improved reading outcomes. Caregivers observed increased reading confidence, while children exhibited higher reading frequency, duration, and increased proficiency. The study emphasizes the importance of accessible reading materials for literacy, particularly in low-resource settings. Findings suggest that policymakers and educators should consider prioritizing appropriate reading resources, local content creation, and caregiver involvement to foster a supportive learning environment.

Suggested Citation

  • Crawford, Michael & Rutkowski, David & Rutkowski, Leslie, 2023. "Improving reading abilities, attitudes and practices: A home-based intervention of supplementary texts for young readers in Cambodia," International Journal of Educational Development, Elsevier, vol. 103(C).
    • Handle: RePEc:eee:injoed:v:103:y:2023:i:c:s0738059323001827
    DOI: 10.1016/j.ijedudev.2023.102906
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    References listed on IDEAS

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    1. Noguchi, Kimihiro & Gel, Yulia R. & Brunner, Edgar & Konietschke, Frank, 2012. "nparLD: An R Software Package for the Nonparametric Analysis of Longitudinal Data in Factorial Experiments," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 50(i12).
    2. Dubeck, Margaret M. & Gove, Amber, 2015. "The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations," International Journal of Educational Development, Elsevier, vol. 40(C), pages 315-322.
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