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Education Research International
Volume 2012 (2012), Article ID 479361, 7 pages
http://dx.doi.org/10.1155/2012/479361
Research Article

Literacy in Limbo? Performance of Two Reading Promotion Schemes in Public Basic Schools in Ghana

Department of Publishing Studies, College of Art and Social Sciences, Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana

Received 4 March 2012; Revised 5 July 2012; Accepted 9 July 2012

Academic Editor: Bernhard Schmidt-Hertha

Copyright © 2012 Kwasi Opoku-Amankwa et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This paper examines two literacy development programmes in basic school classrooms in Ghana: a books scheme for primary schools, mounted by the Ministry of Education in 1998 with support from the Department for International Development, UK, (DfID), and a reading assessment programme (Opoku-Amankwa and Brew-Hammond, 2011) aimed at promoting reading and improving quality of education especially at the basic level. The study reveals that very little is known about the two schemes, pupils’ access to the books is generally poor, and teachers interpret and implement the reading assessment programme in a range of ways according to their understanding. The paper recommends a detailed qualitative and quantitative study of the schemes to assist in future book development and literacy programmes.