This site was created as part of the desk review study to document literacy (reading and writing) research in Zambia from 1964-2022. The following studies are arranged in the order of years when they were published or finalised.
Mkandawire, S. B. (2022). A Comparative Assessment of Grade One Learners’ Reading Achievements Between Speakers and Non-Speakers of the Language of Instruction in Multilingual Classes of Lusaka Vis-À-Vis Monolingual Classes of Katete District of Zambia [Unpublished Doctoral Thesis]. The University of Zambia in Association with Inland Norway University of Applied Sciences.
Kula, N. C. & Mwansa, J. M. (2022). Learning literacy in a familiar language: comparing reading and comprehension competence in Bemba in two contrasting settings in Northern Zambia. Journal of the British Academy, 10(s4), 97–124 https://doi.org/10.5871/jba/010s4.097
Mumba, M. & Mkandawire, S. B. (2020). Reading Achievements of Pupils with Preschool Background and those Without at A Primary School in Lusaka District of Zambia. Malcolm Moffat Multidisciplinary Journal of Research and Education, 1(1), Pp 53 – 80.
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