Ressources pédagogiques et amélioration de capacité en lecture chez les enfants au cycle primaire dans le cadre du projet Unlock Literacy de World Vision Tchad dans la région du Logone occidental.

Abstract

This research, which addresses the problem of reading incompetence among primary school students, aims to improve the impact of educational resources on reading ability among primary school children as part of the Unlock Literacy project of World Vision Chad. To carry out this study, we mobilized two theoretical orientations like the theory of educational assistance (1984) and the theory of Terisse and Larivée (2007). These theoretical orientations explain the different aspects of the actions carried out by the Unlock Literacy project linked to learning to read in the primary cycle with regard to the availability of school textbooks, the involvement of parents, the quality of teaching staff and improving reading ability. Therefore, our research hypothesis is formulated as follows: educational resources impact the improvement of reading ability among children in the primary cycle as part of the Unlock Literacy project. To verify this hypothesis, we adopted the mixed approach. The qualitative method was conducted using a semi-structured interview with World vision staff who work in the education department and parents of students in Gourkosso community schools in the Logone Occidental region. The quantitative part was carried out using a questionnaire submitted to a random sample of 110teachers from different community schools in Gourkosso in the Logone Occidental region. At the end this analysis which showed that the chi square (X ) is greater than the chi square read (X ), the results allowed us to conclude that the insufficiency of educational resources had a significant impact on the improvement of reading ability among primary school as part of the Unlock Literacy project in this region of Chad. This allowed us to check the variables and we deduce that school textbooks have a significant impact on improving reading ability among children in primary school as part of the Unlock Literacy project. The solve this problem of reading incompetence, we suggested to the State to improve educational policies by training teachers, providing schools with textbooks and encouraging parents to get involved in learning to read. Their offspring. At world vision, we proposed an expansion of the resources allocated to the Unlock Literacy project while stablishing a strict monitoring system and a mid-term evaluation to guarantee the implementation of all planned activities.