ABSTRACT

I started this research with the intent to look at health factors around literacy by talking with mothers of children who had been part of a reading intervention that trained teachers on reading instruction and tested second graders’ reading skills in coastal Kenya. I designed my field research to take place in three schools that had participated in the reading assessment with varying levels of growth-low, mid, and high-as demonstrated in their pre-and post-intervention reading scores. I saw that factors surrounding children in their everyday lives, in their homes and communities, were not taken into account when developing the literacy intervention. I knew that, especially in low-income contexts, literacy development was dependent on more than providing teachers with new instruction strategies and testing children.