Comparative Effectiveness of Literacy Initiatives in Zimbabwe: ERI versus THRASS

This paper explores the comparative effectiveness of two literacy initiatives in Zimbabwe: The Early Reading Initiative (ERI) and the Teaching Handwriting, Reading, and Spelling Skills (THRASS) program. Given the critical importance of early literacy for lifelong learning and development, this study assesses each program's alignment with Zimbabwe's Heritage-Based Curriculum. Employing a desk study methodology, the analysis reviews policy documents, program manuals, and empirical studies to evaluate how effectively each initiative addresses linguistic diversity, cultural inclusivity, and scalability in diverse educational contexts. Findings indicate that while THRASS offers structured phonics instruction beneficial in urban areas, ERI's holistic approach integrating indigenous languages and community involvement emerges as the more effective model across varied socio-economic settings. The paper concludes with recommendations for policymakers, emphasizing the need for adaptable, culturally relevant literacy frameworks to enhance educational outcomes in Zimbabwe.

Early literacy, Early Reading Initiative (ERI), Teaching Handwriting, Reading

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