Evaluating the Effectiveness of the THRASS Programme in Enhancing Literacy Skills at St Martins Mhomho Primary School, Chivi District, Zimbabwe

Abstract

This study evaluated the effectiveness of the Teaching Handwriting, Reading and Spelling Skills (THRASS) programme in enhancing early literacy at St Martins Mhomho Primary School in Chivi District, Zimbabwe. A mixed-methods, school-based evaluation design was employed, incorporating classroom observations, informal reading assessments, and teachers’ perceptions. Informal reading assessments were conducted using grade-appropriate word lists and short passages aligned to the national curriculum, with learner performance scored on decoding accuracy, fluency, and word recognition. Findings indicate that THRASS contributed positively to learners’ phonemic awareness, reading accuracy, spelling ability, and learner confidence. Grade One and Two learners recorded an average reading performance of 80%, suggesting notable improvement in foundational literacy skills. However, the absence of pre-intervention baseline data limited the ability to attribute gains exclusively to THRASS. Implementation challenges were also identified, including inadequate teacher training in THRASS pedagogy, limited instructional resources, and inconsistencies in phonics instruction across classes. The study concludes that while THRASS is a promising early-grade literacy intervention, its effectiveness can be strengthened through baseline assessment, sustained teacher professional development, consistent instructional practices, and improved resourcing. The study aligns with Zimbabwe’s Ministry of Primary and Secondary Education policy emphasis on strengthening foundational literacy skills as a basis for improved learning outcomes.