This paper reports on a mixed-methods study of the Total Reading Approach for Children Plus (TRAC+) program, with a particular focus on its mobile learning element, where tablets and an app called Aan Khmer (Read Khmer) were introduced into Cambodian schools to assist ‘struggling students’ in Grades 1 to 3 learn early reading. This paper focuses primarily on survey and interview data collected in 2017 from relevant staff members, namely school directors, literacy coaches, teachers and librarians, about this intervention program. 73 school directors participated in the survey and following this, 68 staff members were interviewed, including 15 of the school directors surveyed. Findings indicate that staff members were positive about the program, including the app, and observed improvements in the children’s reading. However, several implementation challenges were noted, which echo challenges reported in the literature on carrying out technology-based interventions. This paper offers insights into the importance of alignment between program design and user readiness, which may inform other technology-based programs intended to raise literacy standards in low- and middle-income countries (LMICs).

本文报告了对儿童全面阅读方法 Plus (TRAC+) 计划的混合方法研究，特别关注其移动学习元素，其中平板电脑和名为Aan Khmer的应用程序（阅读高棉语）被引入柬埔寨学校，以帮助 1 至 3 年级的“苦苦挣扎的学生”学习早期阅读。本文主要关注 2017 年从相关工作人员（即学校主任、扫盲教练、教师和图书馆员）中收集的有关该干预计划的调查和访谈数据。73 名校董参加了调查，此后共采访了 68 名工作人员，其中包括 15 名接受调查的校董。调查结果表明，工作人员对该计划（包括该应用程序）持积极态度，并观察到孩子们的阅读有所改善。然而，也注意到了一些实施挑战，这与文献中关于实施基于技术的干预措施的挑战相呼应。