The Potential of Book Floods for Raising Literacy Levels.

Autor/in	Elley, Warwick B.
Titel	The Potential of Book Floods for Raising Literacy Levels.
Quelle	In: International review of education, (2000) 3-4, S.233-255Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1023/A:1004086618679
Schlagwörter	Language Skill; Teacher Training; Reading Skill; National Scale; Mother Tongue
Abstract	Abstract The problem of raising literacy levels in developing countries is particularly challenging when pupils have their schooling in a non-native language. One promising strategy which has been tried and evaluated in the schools of several developing countries is the Book Flood approach. This article summarises the findings of Book Flood studies in Niue, Fiji, Singapore, Sri Lanka, South Africa, Solomon Islands, and several other countries. The evidence is now strong that it is possible to double the rate of reading acquisition of Third World primary school pupils with a "Book Flood" of about 100 high-interest books, per class, and short teacher training sessions. The benefits for reading skill and enthusiasm are consistent across diverse cultures, mother tongues and age levels, and they appear to generate corresponding improvements in children's writing, listening comprehension, and related language skills. Such skills are typically found to develop very slowly under traditional textbook styles of teaching. The problems of cost per school and cultural suitability of imported books are addressed. Several countries have adopted Book Flood programmes on a national scale, and others are currently planning to do so.
Erfasst von	OLC
Update	2023/2/05