Using Real-time Data and Corrective Teacher-feedback as a Mechanism to Improve Children’s Reading Skills: An Exploratory Study in the Millennium Village Site of Bonsaaso, Ghana

Radhika Iyengar, Sarah Muffly, Charles Akomaning-Mensah, Alia Karim, Prabhas Pokharel, Sarayu Adeni


Educational outcomes across multiple countries show large gaps between children’s grade level curricular expectations and the actual learning levels of children. This paper discusses findings from an early grades literacy study and attempts to explore factors that potentially improve the English language learning results of Grades 3 and 4 learners in Bonsaaso, Ghana. The study was conducted in five schools, and the teachers were randomly selected into treatment and control groups. This is a quasi-randomized study. The objective of the study is to understand the components and processes that improve learning. The treatment included teacher training, constant feedback using real-time data and supervision, discussions of student-learning outcomes, materials development, corrective feedback to students and lesson plans. Overall, the percentage of the learners able to read as a result of this instructional treatment almost doubled compared to the control group; 34% of the students in the treatment group were classified as able to read at the end of the study compared to 18% in the control group. However, majority of the students were unable to read simple sentences. The classroom observations describe some of the classroom management and teaching techniques that could enhance learner performance.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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