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A lack of familiarity with the language of teaching is blamed for illiteracy rates beyond 40% among people who live in nations in Africa or Asia in which dozens of languages are spoken. For a critical test of the importance of familiarity with the language in which initial reading is practiced, we took the Zambian situation as a natural experiment and tested effects of a fit between the local language spoken in the homes and playground and the language officially designated as language of instruction. We selected 12 state-funded primary schools from three districts likely to differ in match between children's language and language of instruction. From each school we took at random 10 high- and 10 low achievers, in all 240 pupils, and tested them after 18 months of instruction. Pupils make more progress in word reading fluency in a Zambian language and English when basic reading skills are practiced in the children's most familiar Zambian language. Research into other facets of reading instruction is required to balance various possibilities for increasing efficacy of reading instruction.

Reading is at the core of any educational experience and reading ability is key to success in society. Unfortunately, a good number of Zambian children are reading below the expected grade level. Currently, there is no empirical evidence to establish the causal factors underlying the persistent reading failure of Zambian pupils despite the rich literacy program in place. The present study sought to identify the factors that promote the acquisition of reading skills in the local Zambian language. Eight schools drawn from the six provinces participated in this study. The participants were 557 Grades 1 and 2 pupils (57% girls). Mean age was 8.05 years (SD = 1.47). Children were tested at the end of Grade 1 and Grade 2, respectively. The Basic Skills Assessment Tool (BASAT) administered in the seven official languages was primarily used as a measure of basic reading skills in a Zambian language. To test oral language skills, children told any story of interest to their teacher from memory in the language of instruction. Two important findings have emerged from this study. Firstly, the development of reading is influenced by oral language skills independent of effects through alphabetic knowledge. Secondly, one year of instruction is insufficient to become proficient in a Zambian language. [ABSTRACT FROM AUTHOR]