A SYSTEMS APPROACH TO ENHANCING FOUNDATIONAL READING SKILLS AT A PRESCHOOL IN INDIA

Abstract

This study examines the implementation of a systems approach to improve foundational reading skills at a preschool in India. The intervention involved a multifaceted approach that included teacher training, parental involvement, and the use of technology-based learning tools. Results indicated significant improvements in students' reading skills, as well as increased teacher confidence and parental engagement in their children's learning. This study suggests that a systems approach can be an effective means of addressing literacy challenges in early childhood education settings in developing countries.