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<p>In this paper, we explore the impact of syllabic versus alphabetic teaching methods on early grade literacy outcomes in the local language, Hausa, in Northern Nigeria. We conducted a cluster-randomized controlled trial involving 1,708 Grade 1 students across 275 schools in Northern Nigeria and found that the syllabic approach significantly improved reading skills. Specifically, we estimate a 0.123 SD effect size in syllable reading and 0.126 SD in oral reading fluency, while the alphabetic approach only improved letter sound identification by 0.166 SD. At the same time, the syllabic teaching method nets a 13.6% point increase in the likelihood that a student can read. These results underline the effectiveness of aligning literacy instruction with the linguistic characteristics of the target language. Our research contributes to the broader discussion on educational interventions in low-resource settings that have historically encouraged literacy instruction centered around phonemic awareness and phonics. Through this study, our results advocate for the adoption of teaching methods that are tailored to the linguistic realities of learners.</p>

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Grain size in Hausa literacy: a comparison of two approaches

  • 期刊论文

  • 发表日期：

    2025年2月27日

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  • Emily Koester,
  • Wael Moussa,
  • Mika’ilu Ibrahim

摘要

In this paper, we explore the impact of syllabic versus alphabetic teaching methods on early grade literacy outcomes in the local language, Hausa, in Northern Nigeria. We conducted a cluster-randomized controlled trial involving 1,708 Grade 1 students across 275 schools in Northern Nigeria and found that the syllabic approach significantly improved reading skills. Specifically, we estimate a 0.123 SD effect size in syllable reading and 0.126 SD in oral reading fluency, while the alphabetic approach only improved letter sound identification by 0.166 SD. At the same time, the syllabic teaching method nets a 13.6% point increase in the likelihood that a student can read. These results underline the effectiveness of aligning literacy instruction with the linguistic characteristics of the target language. Our research contributes to the broader discussion on educational interventions in low-resource settings that have historically encouraged literacy instruction centered around phonemic awareness and phonics. Through this study, our results advocate for the adoption of teaching methods that are tailored to the linguistic realities of learners.