Article

The role of monitoring and evaluation in six South African reading programmes

Published in: Southern African Linguistics and Applied Language Studies
Volume 34 , issue 4 , 2016 , pages: 359–370

DOI: 10.2989/16073614.2016.1262270

Author(s): Denver Grigg Organisational Psychology, South Africa , Jenna Joffe Organisational Psychology, South Africa , Alicia Okeyo Organisational Psychology, South Africa , Debbie Schkolne Organisational Psychology, South Africa , Nicola van der Merwe Organisational Psychology, South Africa , Mlungisi Zuma Organisational Psychology, South Africa , Chao Mulenga Organisational Psychology, South Africa , Adiilah Boodhoo Organisational Psychology, South Africa , Joha Louw-Potgieter Organisational Psychology, South Africa

Download full text Get new issue alerts

Abstract

In this article we focus on six reading programmes and ask: Do these programmes work insofar as they improve the reading ability of programme participants? We apply programme evaluation methods and content to these programmes to answer this question. Specifically, we use an approach that identifies the following five different levels of evaluation, namely: programme need; programme theory; programme process and implementation; programme outcome and impact; and programme cost and efficiency. We then add appropriate evaluation questions and research designs applicable to each level. We conclude by providing suggestions to reading programme staff on how to improve monitoring (data collection) in order to strengthen the evaluability of their reading programmes.

« Translanguaging in a township primary school: Policy and practice

An investigation of the reliability and validity of peer, self-, and teacher assessment »