Enhancing Literacy Outcomes through AI-Powered Assessment Tools

On November 16, 2020, our team conducted a monitoring exercise across our literacy clubs to evaluate how pupils were responding to our literacy interventions. The results showed a significant improvement in reading abilities, with pupils demonstrating the ability to read short stories and decode words independently. This success is largely attributed to the integration of Lexplore, an AI-driven eye-tracking reading assessment tool. By placing Lexplore at the core of our assessment strategy, we gained a clear, individualized understanding of each pupil’s literacy level and needs, enabling targeted and effective interventions.

Project Objectives

  • To assess pupils’ literacy levels using Lexplore’s AI and eye-tracking technology.
  • To improve reading fluency and comprehension among school-going children through targeted interventions.
  • To provide teachers with real-time data to guide instruction and resource allocation.
  • To monitor and track individual pupil progress over time.
  • To create a data-driven culture of literacy development in schools.

Project Activities

  • Baseline Literacy Assessment:
    Conduct initial reading assessments using Lexplore to determine current literacy levels.

  • Literacy Club Sessions:
    Facilitate weekly literacy club activities focused on reading comprehension, fluency, and vocabulary building.

  • Midline Monitoring:
    Reassess pupils periodically to track progress and adjust interventions accordingly.

  • Data Analysis and Reporting:
    Analyze Lexplore data to inform teaching strategies and learning materials.

  • Capacity Building for Staff:
    Train staff on how to use Lexplore for placement, intervention planning, and ongoing monitoring.

Expected Outcomes

  • Improved literacy rates among participating pupils.

  • Teachers equipped with real-time, individualized data for effective instruction.

  • Increased pupil confidence in reading and word decoding.

  • Enhanced decision-making around resource allocation and pupil support.

  • Evidence-based literacy improvement framework for scale-up.

Tools and Technology Used

  • Lexplore: AI-powered rapid reading assessment using eye-tracking technology.

  • Digital literacy resources and intervention materials based on assessment results.

Target Beneficiaries

Primary school pupils

Project Area

Northern Region

Closing the Literacy Gap Created by COVID-19 (2021 Initiative)

The COVID-19 pandemic caused an unprecedented disruption to education globally, deepening literacy gaps—especially in resource-constrained settings like rural Ghana. While developed nations struggled with continuity, the situation was more dire in underserved communities where access to technology, learning tools, and trained educators was extremely limited.

In the midst of these challenges, LING leveraged Lexplore’s AI-powered eye-tracking reading assessment to identify students’ literacy needs and implement targeted interventions. This technology gave us a clear picture of individual pupils’ challenges and allowed us to support them with tailored reading solutions, even during the height of the pandemic.

Project Summary (2021 Focus)

Building on the success of our 2020 literacy interventions, this project seeks to expand our literacy clubs to 10 schools across Tamale South Constituency and Nantong District. The aim is to bridge the widening literacy gap caused by COVID-19, improve reading competencies, and lay a strong foundation for future academic achievement among school-going children in rural communities.

Project Objectives

  • To identify and assess literacy levels of pupils affected by COVID-19 school closures using Lexplore.

  • To train additional educators to deliver effective literacy instruction and manage literacy clubs.

  • To establish and support 10 literacy clubs across target schools in 2021.

  • To provide tailored literacy interventions to help pupils read independently.

  • To advocate for literacy as a foundation for development and raise awareness of the COVID-19 learning crisis.

Key Activities

  • aseline Reading Assessment:
    Use Lexplore to evaluate pupils’ reading abilities and literacy levels.

  • Training of Educators:
    Build teacher capacity in literacy instruction, assessment, and club facilitation.

  • Establishment of Literacy Clubs:
    Set up 10 clubs in selected rural schools to deliver regular literacy sessions.

  • Progress Monitoring and Support:
    Conduct periodic assessments and adjust interventions accordingly.

  • Community and Stakeholder Engagement:
    Partner with schools, local authorities, and parents to reinforce literacy support.

Expected Outcomes

  • Improved reading fluency and comprehension among pupils in 10 rural schools.

  • Increased number of educators trained in literacy delivery and digital assessment.

  • Enhanced access to technology-supported interventions in low-resource settings.

  • Greater community involvement in sustaining children’s learning post-COVID.

Justification

Recent reports, including statements from GNAT aired by Joy News, reveal a troubling trend—many Grade 2 pupils in Ghana are unable to read simple words like “the” or “cat”. This echoes findings from the World Bank’s Ghana Accountability for Learning Outcomes Project, which showed no improvement in early grade reading from 2013 to 2015. The crisis is real and growing, especially in rural areas.

Long-Term Vision

LING believes that unlocking a child’s literacy potential unlocks their future. By equipping pupils with the tools and support they need to read, we empower them to shape their destinies and contribute meaningfully to their communities. With your donation and support, we can create a generation of confident readers across Northern Ghana.

Project Area

Northern Region