Article
The role of monitoring and evaluation in six South African reading programmes
DOI:
10.2989/16073614.2016.1262270
Author(s):
Denver GriggOrganisational Psychology, South Africa, Jenna JoffeOrganisational Psychology, South Africa, Alicia OkeyoOrganisational Psychology, South Africa, Debbie SchkolneOrganisational Psychology, South Africa, Nicola van der MerweOrganisational Psychology, South Africa, Mlungisi ZumaOrganisational Psychology, South Africa, Chao MulengaOrganisational Psychology, South Africa, Adiilah BoodhooOrganisational Psychology, South Africa, Joha Louw-PotgieterOrganisational Psychology, South Africa,
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.
Get new issue alerts for Southern African Linguistics and Applied Language Studies
