ActiveFeatured

Each One, Read One

A literacy initiative improving reading fluency and comprehension among primary school children in an underserved Abuja community.

The Each One, Read One project is a literacy and reading initiative aimed at strengthening reading culture and comprehension skills among children in underserved communities. At Apo-Dutse Primary LEA School in Abuja, pupils face limited access to books, too few teachers, minimal parental involvement, and a lack of structured reading programmes. The project addresses these literacy gaps through targeted reading interventions, structured sessions, book mobilisation, and community engagement. Project Leads: Saraya Yaduma and Gift Agboro.

Problem Statement

Literacy is a foundational skill that directly influences academic success and lifelong learning. In low-resource settings such as Apo-Dutse Primary LEA School, some children progress through primary school without developing adequate reading fluency or comprehension because of limited books, insufficient teaching capacity, minimal support at home, and inadequate structured reading programmes.

Hub Activities

Volunteer and educator coordination

Recruited and onboarded 40 volunteers in February 2025; a renewed volunteer call in early 2026 helped sustain delivery after the school strike disrupted participation

Assessment and programme delivery

Conducted a baseline evaluation of 41 pupils and 7 teachers using the Toe By Toe Reading Age Test, comprehension tests, and surveys
Ran structured reading sessions from 12 March 2025, resuming on 13 August after the FCTA schools' strike, with both cohorts completing the programme on 19 June 2026
Developed a reading curriculum and literacy support materials for consistent programme delivery

Reading culture and access

Delivered guided reading, phonics, comprehension, vocabulary development, storytelling, and other literacy activities
Mobilised book donations and engaged partners to expand children's access to reading materials

Goals

Short-term Goals

Improve pupils' reading proficiency and fluency, including word recognition and decoding skills
Strengthen reading comprehension and English language proficiency among pupils
Increase access to books and reading materials at school and at home
Build a sustainable reading culture through structured, community-based learning support

Key Results / KPIs

41 pupils and 7 teachers assessed at baseline; average reading age was 6.2 years
Two cohorts of 20 pupils completed a full cycle of structured reading sessions
Cohort 1 achieved an average assessment score of 57.5%, with a highest score of 82.5%, and advanced to intermediate-level work
The latest Intermediate cohort averaged 72.7%, while the Beginner cohort averaged 61.4%
Increased access to books through donation drives and literacy-focused partnerships

Impact Outcome

At baseline, 17 of 41 pupils could not read and the average reading age was 6.2 years. Despite a months-long disruption caused by the 2025 FCTA schools' strike, both cohorts completed a full cycle of structured reading sessions. The 20 lowest-performing pupils progressed enough to qualify for intermediate-level work, while the latest assessments show average scores of 61–73% across the two cohorts. The initiative has expanded literacy exposure, strengthened reading culture, and improved access to educational support for children in the Apo-Dutse community.

Impact Alignment

SDG 4 — Quality EducationSDG 10 — Reduced Inequalities

Global Shapers impact area: Reskill for the Future