There are a few schools in Sierra Leone that have shelves full of reading books (as opposed to textbooks). However, in nearly every case where SELI has found such shelves to exist in schools, the books are not being read. Not only does the school not lend them out, but the students do not ask to read them. The sad fact is, many students would not understand the books if they did borrow them.
Much has been said about the lack of reading instruction in Sierra Leone's schools. Many of our secondary students have very poor reading comprehension skills and lack successful, positive reading experiences. Programs are being carried out to remedy this situation by improving reading/literacy instruction at the early primary level, and some of these programs also provide reading materials. What SELI does not see being implemented is process writing instruction at any level at all of the educational system.
After decades of teaching process writing in Sierra Leone, we are convinced that developing academic writing skills through process writing also improves reading comprehension. The literature supports our view:
"Writing practices complement reading
practices and should always be used in conjunction, with each type of practice
supporting and strengthening the other. . . .Our evidence shows that . . . writing activities improved
students’ comprehension of text over and above the improvements gained from traditional reading
activities such as reading text, reading and discussing text, and receiving explicit reading instruction.
. . . Students who do not develop strong writing skills may not be able to take
full advantage of the power of writing as a tool to strengthen reading." (p. 29)
Graham, S., and Hebert, M. A. (2010). Writing to read:
Evidence for how writing can improve reading.
A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for
Excellent Education.
