The use of instructional time in early grade reading classrooms: A study in Herat Province of Afghanistan

• Published in: International journal of educational development Vol. 84; p. 102435
• Main Author: Ahmadi, Mohammad Javad
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-07-2021
• Subjects: Afghanistan education; Early literacy; Instructional time; Reading instruction; Time-loss factors in developing countries; Time-loss factors in developing countries; Reading instruction; Early literacy; Instructional time; Afghanistan education
• ISSN: 0738-0593; 1873-4871
• DOI: 10.1016/j.ijedudev.2021.102435

•The length of the school day was much shorter than the allocated time, especially in multiple-shift schools.•The actual lesson time for teaching early literacy varied from 17 minutes to 68 minutes per day.•The teachers spent most of their time on whole-class reading and little time on individual or small group activities.•The teachers spent very little time teaching phonics, comprehension, and writing skills.•This study confirmed most time loss factors already identified in the literature and recognized a few new ones.
The purpose of this study was to investigate how much time teachers in sampled schools in Herat Province of Afghanistan spend teaching literacy in early grade classrooms, how they use the time, and what factors lead to instructional time loss. We found that the actual time spent teaching literacy was often shorter than the allocated time. We also identified a few shared teaching practices that indicate a poor use of instructional time. Time loss factors identified included teacher and student absenteeism and tardiness, unofficial school closures and summer break extensions, and teachers’ maternity leaves.