Improving Literacy Through Community-Based Reading Programs: A Case Study of Rural Elementary Schools

Abstract

Background: The program sought to specifically tackle persisting literacy gaps in rural elementary schools where books, specialist support and instructional time are limited and inadequate to target school community participants’ needs by implementing community-based reading program. Methods: A qualitative secondary case study was conducted on program evaluations, school reports, program implementation accounts and community literacy initiatives. Structured extraction, comparative coding and cross-case thematic synthesis were used to analyze the evidence. Results: Six themes emerged: access to print materials; practice supported by volunteers; participation of families; content of print materials (cultural relevance); practice of the teacher and community; and sustainability of practice implementation. Programs that ensured literacy activities were regular, developmentally sequenced, and aligned to classroom classes encouraged children to read more, increased their vocabulary, and improved their oral fluency, comprehension, confidence, and involvement with the school. Where volunteer preparation was not adequate, volunteer attendance was irregular, materials were not linguistically appropriate, or responsibilities were given to communities without institutional support, outcomes suffered. Conclusion: The study recommended a rural literacy partnership model comprising intertwined schools, families, trained community facilitators, local libraries, culturally attuned literacy books, ongoing monitoring and regular, sustained resources for equal literacy outcomes over time.