THREE INTERVENTION MODELS - The Partners - A Structured Learning Programme - Coaching & Training

Oct 19, 2026

Uploaded by Hazel

Comparison of the cost-effectiveness of three intervention models designed to improve early reading outcomes for learners’ home language (Setswana). The models include a structured learning programme with centralised training, and a structured learning programme combined with parental involvement plus specialist on-site coaching. Results report significant learning gains for students receiving the coaching intervention over two years, along with impacts on phonological awareness, vocabulary, and writing, and differing effects by learner groups. It also describes how coaching and training changed classroom practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

THREE INTERVENTION MODELS

A STRUCTURED LEARNING PROGRAMME

PARENTAL INTERVENTION & CENTRALISED TRAINING & SPECIALIST ON-SITE COACHING

MAIN RESULTS

ORALLY ADMINISTERED LEARNER ASSESSMENTS

HOW THE LEARNING ENVIRONMENT, TEACHING PRACTICE, & CLASSROOM ACTIVITIES CHANGED AS A RESULT OF THE PROGRAMMES

COACHING & TRAINING

THE PARTNERS

This is a comparison of the cost-effectiveness of 3This is a comparison of the cost-effectiveness of 3 promising intervention models to promising intervention models toimprove reading outcomes in learners'home language (Setswana)improve reading outcomes in learners'home language (Setswana)THREE INTERVENTION MODELS:A STRUCTURED LEARNING PROGRAMMEA STRUCTURED LEARNING PROGRAMMEPARENTAL INTERVENTION&CENTRALISED TRAINING&SPECIALIST ON-SITE COACHINGImplemented in a different group of 50 schoolsImplemented in a different group of 50 schools.Implemented in a different group of50 schools.Provides teachers with lesson plans aligned to the NCSProvides teachers with the same set of lesson plans &reading materialsHolds weekly meetings with parents to discuss theincluding CAPS as well as additional quality reading materialsProvides ongoing support to teachers through on-site coaching &importance of learning to read in the early grades &toand training workshops twice a year.small cluster training sessions.empower them with the knowledge and tools tobecome more involved in their child's literacy development.WEAK ACADEMIC ACHIEVEMENT LATER IN SCHOOLWEAK READING FOUNDATIONS十 # THREE INTERVENTION MODELS: A STRUCTURED LEARNING PROGRAMME&CENTRALISED TRAINING A STRUCTURED LEARNING PROGRAMME&SPECIALIST ON-SITE COACHING WEAK ACADEMIC ACHIEVEMENT LATER IN SCHOOL WEAK READING FOUNDATIONS SUBSEQUENTLY THE DROPPING OUT OF SCHOOLLearners who received two years of this Coaching intervention were approximatelyMAIN RESULTS:IMPACT FOR THOSE WITHMAIN RESULTS:IMPACT FOR THOSE WITH40%OFA YEAR OF LEARNING AHEADof the students in the schools that received no intervention.2 YEARS OF INTERVENTION2 YEARS OF INTERVENTION ORALLYADMINISTERED LEARNERASSESSMENTS 4 items based on paragraphINTERVENTION 1:INTERVENTION 1:Phonological awareness4 itemsPositive impact on all subtests &EnglishWriting Letter dictation,word dictation,re-writingshort sentencesINTERVENTION 2:INTERVENTION 2: 8 items:receptive &expressive vocabularyINTERVENTION 3:INTERVENTION 3: 众BOYS CATCH UP TO SOME EXTENTIMPACT CONCENTRATED INMIDDLE-TO-TOP PERFORMINGLARGE-CLASSES BENEFITTED MOSTURBAN SCHOOLSLEARNERS BENEFITTED MOSTThe effective Coaching intervention isThe impact of the Coaching intervention is largest forhelping boys catch up some of the way to girsimpacts are larger in urban township settingschildren in the middle and upper part of classes(38 to 45 learners)HOW THE LEARNING ENVIRONMENT,TEACHING PRACTICE,&CLASSROOMACTIVITIES CHANGED AS A RESULT OF THE PROGRAMMES # COACHING &TRAINING ·Far more learners are actually reading graded readers·Graded readers are only useful if teachers have developed the skills to● Teachers in both Training and Coaching groups are more likely to douse them effectively in the classroom.group-guided reading,resulting in more opportunities for learners to● Teachers in the Coaching group conducted individualized readingreceive individual attention. assessments more frequently ·The writing activities in the EGRS lessons encouraged teachers to givemore writing tasks,and learners were completing written work on·Learners in the Coaching group completed more written exercises of alltypes including drawing pictures,written exercises and full sentencemost school days writing exercises ● Teachers in the Coaching schools were considerably more likely toreport feeling a high level of professional support Structured pedagogic programmes can make a difference when alignedExisting subject advisers cannot fulfil the role of a coach:Low ratioto the NCS(CAPS)with high quality reading-----of subject advisors to schools(especially insupport materialsthe Foundation Phase);Different recruitment process,oversightstructures and modus operandiOn-site coaching to Foundation Phase teachers can be acost-effective strategy;modelling lessons,in a safe space,The EGRS data could be used to develop readingthrough lesson plans for-----"norms in the African languages:teach

FAQs

What are the three intervention models compared in the document?

The document compares a structured learning programme, a structured learning programme with parental intervention plus centralised training and specialist on-site coaching, and the resulting impacts across learner outcomes over time.

What main learning impact does the coaching-related intervention report?

Learners receiving the coaching intervention for two years are reported to show approximately 40% of a year of learning ahead compared with students in schools receiving no intervention.

Which aspects of learning assessments were influenced by the interventions?

The interventions are reported to have positive impacts across subtests, including phonological awareness measures and vocabulary, with effects also reflected in writing tasks completed through the programme lessons.

Oct 19, 2026

Uploaded by Hazel