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Reflecting on 5 Years of Book Village NPC

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Five years ago, Book Village NPC began with a bold and beautiful vision: to use technology to bring volunteer tutors from around the world into overcrowded South African classrooms so that every child might have individual reading tuition at school.  What started as a small initiative grounded in hope and collaboration has grown into a vibrant village of young readers, passionate tutors and generous believers who contribute in so many ways.

From the first rather brave young learner to connect with a remote tutor on our app – seeing their face absolutely light up as they realised that there was a caring person speaking to them through their headsets, until today, we have witnessed thousands of children read through the programme. We’ve seen the joy of a child realising that they are learning to read, and the powerful ripple effect of literacy unlocking confidence, curiosity, and possibility. 

Our journey has not been without challenges. We constantly battle poor internet connectivity at schools and economic constraints, and we have had to continuously develop to keep abreast of changes in the Education Department’s reading strategy, while being mindful of taking time out of the school day. But we have done so with a commitment to our core values of innovation, community, heart, access and reach.

We are especially proud of the partnerships that have shaped us—schools who welcomed us, parents and communities who trusted us, volunteers who gave so generously of their time, and donors who believed in our mission. Together, we have not only built a reading programme but also created local employment, trained future educators, and developed a scalable model that blends technology with human connection.

As we celebrate this five-year milestone, we do so with immense gratitude and renewed purpose. The need for literacy in South Africa remains as urgent and important as it was 5 years ago, and so does our belief that learning to read is a human right.

~ Written by Sarah Bradfield, Co-founder and CEO of Book Village NPC

The Ripple Effect: How Small Moments Create Big Change

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When people talk about impact, it is often measured in numbers. How many children are reached, how many books have been read, how many hours of tutoring have been completed. But some of the biggest changes we see at Book Village start small. Sometimes it starts with a child reading their first sentence. Other times, it starts with a shy learner speaking up for the very first time.

These moments often go unnoticed, but they are the start of something much bigger. A child who reads confidently today may go home and share that excitement with a sibling or parent. A learner who feels proud of finishing a book may suddenly start raising their hand in class. Quiet progress often leads to bigger shifts in a child’s life and in the lives of those around them.

One-on-one reading support helps build more than just literacy skills. It builds confidence. A confident learner is more likely to try, more likely to ask questions, and more likely to stay engaged in their learning. At Book Village, our tutors know that what feels like a small win today often leads to much bigger steps later on.

While Book Village’s work focuses on individual support, we know that the benefits don’t stop there. When a child builds confidence in reading, it doesn’t only shape their learning experience, but it can have a positive effect on their future, their family, and their wider community. Strong literacy skills open doors to better educational outcomes, which in turn help to build stronger, more informed communities

One of the most powerful things about this work is that the ripple effect extends to our volunteer tutors as well. Again and again, volunteers share how much the experience means to them. Monica from Belgium said, “The sheer joy of hearing smiling voices as the learners grew in confidence took me by surprise. I keep arriving late for work because I want to fit in just one more session.”

For some, it brings new meaning to community connection. As Hartmann from South Africa put it, “Book Village is making a real difference in the lives of children across the country… If you are looking for a way to make a meaningful impact in your community, I encourage you to consider supporting this organisation.”

Others describe it as a deeply personal experience. Deborah from Trinidad and Tobago wrote, “The experience is burning a forever patch in my heart and brings a fresh breeze to the meaning of life.”

These reflections show that while our focus is always on the children first, the impact doesn’t stop there. Volunteers grow in confidence too, often describing their experience of supporting young readers as one of the most rewarding parts of giving their time. The connection they build to the work itself and to the purpose behind it, stays with them long after the reading session is over.

Real impact is not always loud or obvious. It can look like a smile after finishing a tricky sentence. It can be the moment a child says, “Can we read that one again?” or the steady encouragement from a tutor who knows that progress is built one word at a time.

At Book Village, we believe that reaching more children matters. But we also know that each individual child deserves care, time, and encouragement to help them succeed.

Big change starts small. One child. One story. One step at a time.

~ Written by Eleanor Payne

~ Photo by Kiana Bosman on Unsplash

Reading for Meaning

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Most of us read without even thinking about it – WhatsApp messages, road signs, food labels. It’s a skill so ingrained that we forget it’s something we once had to learn. But for millions of South African children, reading isn’t effortless. In fact, 81% of children in South Africa can’t read for meaning by the end of Grade 4 (10 years old). That figure is really alarming, and demonstrates the crisis in early education. 

I take for granted every day that I can read, but in 2019, an estimated 4.4 million South African adults were deemed illiterate. For children growing up in under-resourced communities, the odds are stacked against them from the start. In many primary schools in South Africa, “reading instruction often focuses solely on oral performance, neglecting reading comprehension and making sense of written words” (BBC, 2023). Without comprehension, reading becomes little more than a mechanical exercise, and this is why South Africa ranked in last place out of the 57 countries assessed in the Progress in International Reading Literacy Study in 2021.

This is where Book Village steps in. We are an NPC on a mission to change this reality, one child at a time. Book Village provides low-income schools with digital reading infrastructure and one-on-one support with volunteers from all walks of life. Our focus is simple: enabling children to read for meaning and enjoyment.

So, what exactly is the difference between reading and reading for meaning?

Reading typically refers to the ability to decode text: sounding out letters and syllables, recognising and pronouncing words correctly, and reading sentences fluently out loud. These skills are all vital to being able to read for meaning, but prioritising these skills alone can lead to children missing out on understanding what they are reading.

Reading for meaning is where actual comprehension comes in. It means that a child can do all of the above, as well as understand the meaning of the words, make sense of them in context, be able to connect ideas across sentences and infer meaning, even if it isn’t directly stated. Children should also be able to ask questions and form opinions about what they have read, and predict what could come next.

Take the sentence: “The dog ran to the gate.” A child might be able to read this aloud perfectly, but do they understand why the dog ran? What a gate is? What role the sentence plays in the wider story? A child who can read for meaning might say, “The dog ran to the gate because its owner was calling it home.” They have the ability to move beyond the words themselves and understand the story they tell.

This skill is critical. Children who can’t read for meaning by age 10 are far more likely to fall behind in school, repeat grades, and ultimately drop out. Over time, poor literacy can lead to long-term economic hardship and reduced life opportunities.

That’s why early support is everything. By offering one-on-one reading time with caring adults and providing access to books and digital tools, Book Village helps children build confidence and connection, both of which are essential to learning.

We don’t just want children to read. We want them to understand, question, wonder and – most importantly – enjoy reading. Because when a child reads for meaning, they’re not just learning how to read – they’re learning how to learn.

~ Written by Eleanor Payne

How One-On-One Attention Changes Everything

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Children don’t just learn from instruction, they learn through connection. In the earliest stages of development, it’s often the relationships children form that shape how they learn, how they see themselves, and how confidently they approach the world around them. The simple act of being seen, heard and supported can make all the difference in a child’s learning journey. That’s why over at Book Village, we have built a programme designed to give every child the time, care and encouragement they deserve. We believe that one-on-one attention isn’t just a nice extra – it’s foundational.

In overcrowded classrooms, it’s impossible to give every child the personalised support they need to thrive. Teachers work tirelessly, often juggling different language backgrounds, learning levels, and limited resources. But when class sizes are that large, even the most dedicated educators can’t reach every child, every day. Children with learning challenges often fall behind quietly, becoming what we call “invisible readers” — learners who sit in the back, never raising their hand, slipping through the cracks simply because no one has the time to ask, “What do you think?” 

That is where Book Village’s approach is different. Our online reading programme is built around the idea that one-on-one attention is not a luxury, it’s a necessity. Every child we work with is paired with a volunteer tutor who focuses solely on them. These tutors don’t rush, don’t correct harshly, and don’t move on before a child is ready. Instead, they listen, encourage, and celebrate every small step. They lead with patience, warmth and consistency, building the kind of safe, supportive relationship that builds confidence and motivation over time. They’re what researchers call attuned adults, people who notice not just the words a child says, but the hesitation in their voice or the spark of curiosity in their eyes. That kind of connection builds trust, and with trust comes confidence.

Research shows that strong relationships between children and the adults supporting them are key to early development. A child who feels safe, supported and understood is more likely to take risks in their learning. For reading, that might mean sounding out a tricky new word, asking questions about what’s happening in a story or sharing their own ideas about the characters. Over time these small acts build both skill and confidence. 

And importantly, one-on-one learning removes the fear of being judged. In a large class, struggling readers often keep quiet to avoid making mistakes in front of their peers. But in a private one-on-one space, mistakes are welcomed as part of the process.

One child, one tutor, one story at a time. This is how confidence is built. Not through pressure or perfection, but through patient, personal attention.

~ Written by Eleanor Payne, volunteer at Book Village

Why Digital Tools are Revolutionising Literacy

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The reading crisis in South Africa isn’t just about reading; it’s about access. Many schools in low-income communities are under-resourced, overcrowded, and overstretched. Class sizes often exceed 40, sometimes 60, learners per teacher and it’s not uncommon for children to complete the foundation phase of school without ever having received one-on-one support in learning to read.

Early Childhood Development (ECD) and foundational teachers shoulder an enormous responsibility. They are tasked with teaching literacy and numeracy to large, diverse groups of learners, often navigating multiple languages, varying learning levels and a complete lack of resources. At one of the schools where Book Village is implemented, there are classroom sizes of up to 93 children per teacher, making it simply impossible to give every child the attention they need. Unfortunately, situations like this have become the norm in disadvantaged areas. When access to education, support and literacy become a privilege, it is no wonder that millions of people in South Africa are illiterate. This is where digital tools, when implemented correctly, are revolutionary.

At Book Village, we believe technology can be part of the solution. Not by replacing the need for teachers, but by enhancing what’s possible in these under-resourced environments. With a single device, children can gain access to an entire digital library, a levelled reading programme and, most importantly, one-on-one attention with a dedicated tutor who listens, encourages, supports and celebrates their progress. 

Here are just a few of the reasons why digital tools add huge value to early childhood development:

  • They personalise learning. Each child moves at their own pace, helping them to continuously feel successful, build confidence and stay motivated.
  • They make reading fun. Learning to read should be exciting! With colourful interfaces, stories children can actually relate to, and tutors who cheer them on. Digital tools help reframe reading as something to look forward to.
  • They generate meaningful insights. Teachers and programme coordinators can track a child’s learning progress, spot gaps in learning and give valuable insights into what’s working and what isn’t. 

That being said, we recognise that technology alone will not guarantee success; it must be paired with human connection, and that’s exactly what Book Village does. We ensure that every child is matched with a trained tutor who leads with warmth, empathy and encouragement. The safe and supportive online community that we at Book Village have fostered makes a world of difference in each child’s learning journey. 

Digital tools are certainly not going to solve every problem in South Africa’s education system, but they are already transforming what was previously thought possible. Technology enables reading support to be deeply personal, flexible and scalable, even in schools where resources are scarce. 

At Book Village, we’re working towards a future where every child, be it for meaning or for enjoyment, reads. Not only because they should and because they want to, but, above all, because they can.

~ Written by Eleanor Payne

Ways to Help Students Who Need Extra Support

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Some students need little encouragement to share their opinions or ideas during reading sessions. Others, however, need extra support to feel confident enough to read and participate. Here are some ideas of “intentional and instructional prompts” that adults can use to encourage children to talk (Towson et al. 2017). These prompts are taken from Weadman, Serry and Snow (2023). 

For some students, even supportive prompts can be challenging. Some students might have limited English, learning needs or be extra shy. Here are a few suggestions to support your interactions with them, from our experiences working with students on the app and in schools. 

The purpose of each reading session is to help students feel successful and confident in their ability to learn. Each student is learning at their own pace. Not all students will require the above prompts or support, but providing help to those who need it will ensure that all students feel positive about themselves and be encouraged to keep trying.

Written by: Eva Roding (Book Village Volunteer)

 Photo by TopSphere Media on Unsplash

References

Towson, J., Fettig, A., Fleury, V. & Abarca, D. (2017) Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education. 37(3) 132-146. 

DOI 10.1177/0271121417724875

Weadman, T., Serry, T., & Snow, P. C. (2023). Oral Language and Emergent Literacy Strategies Used by Australian Early Childhood Teachers During Shared Book Reading. Early Childhood Education Journal, 51(8), 1335–1348. https://doi-org.ezproxy.auckland.ac.nz/10.1007/s10643-022-01381-8

The Importance of Pictures in Picturebooks

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Picture book

Last year while working with Book Village, I also had the opportunity to complete my postgraduate studies, with one of my papers, ‘‘Children’s literature in Education,’ looking specifically at the impact of picturebooks on young readers. This paper was interesting in so many ways, but I particularly enjoyed how much it linked with our work at Book Village. 

Roche (2015) explains that Picturebooks “are immense sources of pleasure as well as a means of sparking off an interest in reading for children who are just beginning that process.” There are so many skills that can be taught through picturebooks. It is important to note that it is not just the text in picturebooks that can spark enjoyment and learning as the pictures are just as important as the text. As Michaels and Walsh (1990) state, “Pictures and picture books are an important part of the meaning making process. Reading pictures is just as complex, perhaps more complex, than reading print: it can also be just as rewarding as reading print.”

Pictures teach important skills

As the world around us becomes more visual and complicated, students need to learn how to take meaning from all forms of information. Bull and Anstey (2007) explain that “Knowledge of print text …is still necessary, but it is no longer sufficient in a highly visual age of increasing technological innovation.” They go on to explain that “picture books are a great place to commence the study of still images” as they are familiar and accessible. 

The combination of words and pictures also support a range of skills including learning how to visualise what is happening in the story, developing imagination, helping students to decode new words, and explaining or helping them understand new vocabulary. The combination of pictures and words also help students to develop inference skills as they learn to combine clues from the text and the pictures with their own experiences to create meaning. Pictures can also help even the youngest of readers to understand the sequence of events allowing them to make sense of the story. 

Picturebooks act as mirrors and windows

Daly (2021) states that “an important function of children’s books is to provide windows into other people’s worlds; but just as importantly, they should provide mirrors of a range of children’s realities.” Books that give voice to and illustrate a range of human experiences allow readers to develop empathy for others and understanding and compassion for themselves. 

Tan (2002) explains that “the lessons we learn from studying pictures and stories are best applied to a similar study of life in general – people, places, objects, emotions, ideas and the relationships between them all.” With even the youngest of readers, pictures can help students recognise and understand emotions, help them to connect to characters and develop a sense of empathy and understanding for experiences that are not their own. 

Pictures increase enjoyment 

Regardless of how incredibly beneficial it is for students to learn how to gain meaning from pictures, the best part about pictures is that they add to the enjoyment of the reader. Michaels and Walsh (1990) state that “when the two symbolic systems [of picture and print] work together, the satisfaction, enjoyment and stimulation is more than doubled.” We see this in every interaction our students have with their tutors, in their grins, giggles and concentration through their reading sessions. 

There are so many skills that our students are learning, practising and developing during their reading sessions. Through the support of our volunteers, our students are developing reading skills that will impact how they see themselves and the world around them for the rest of their lives. 

Written by: Eva Roding (Book Village volunteer)

Photo by Waldemar on Unsplash

References

Bull, G. & Anstey, M. (2007). Exploring visual literacy through a range of texts. Practically Primary 12(3), 4-7. 

Daly, N. (2021). Voices in the library: Curating New Zealand children’s literature. New Review of Children’s Literature and Librarianship, 27(1), 33-48
https://doi- org.ezproxy.auckland.ac.nz/10.1080/13614541.2021.1972758 

Michaels, W. & Walsh, M. (1990) Up and Away: using picture books. Oxford: Oxford University Press. 

Roche, M. (2015). Developing children’s critical thinking through picturebooks: a guide for primary and early years students and teachers. Routledge. 

Tan, S. (2002) Picture Books: Who are They For? Online, available at: http://www.shauntan.net/images/whypicbooks.pdf (accessed Jan 2014). 

World Book Day

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Unesco’s World Book and Copyright Day on 23rd April each year is celebrated to promote reading and the enjoyment of books everywhere.

Reading for pleasure in childhood is the biggest indicator of future success, and is more important than the parents’ educational background or income. The benefits of children reading for enjoyment include improved vocabulary,  empathy skills and mental health as well as improvements in all school subjects.

Helping children to read well enough to read for pleasure is the highest goal of Book Village. At the beginning of this year we conducted formal assessments of all the grade 2 and 3 learners at the low-income school we are working in.  Our results show that very few children are reading at the expected level for their age (about 12% in grade 2 and 8% in grade 3), and we think that we would get similar results if we tested children in most low-income schools in South Africa.

But we have noticed improvements in many areas since the beginning of the year.  Children who could read enough to start on the most simple level of the reading scheme (Aweh! By Oxford University Press) began lessons with the volunteer tutors in February this year. These children have already grown in confidence and improved their reading, vocabularies and memories. They are also getting the hang of paying attention to what they’ve been reading and thinking of creative and solid answers to the tutor’s questions.

Every time a child logs in to the Book Village app they are certain to have a motivated, patient and kind person fully devoted to helping them read for the next 20 minutes – and they love it!  The children benefit from the diversity of our volunteer tutors, their unique styles and varied takes on the story in the book.

Book Village isn’t trying to solve for a lack of books and reading material in low-income areas.  There are several organisations that do incredible work in providing books to young children. Book Dash and Nal’ibali are two great places to access free books and stories for young South African children. Instead, Book Village is about bringing the human connection back into the learning to read process by allowing every child to learn with the help of their own online tutor.

This World Book and Copyright day, consider becoming a Book Village Volunteer.  The more volunteer tutors we have, the more children we can help. Just think – while you have a 20 minute coffee break at your desk you could be teaching a child to read and develop a life-long habit of reading for enjoyment.

Sign Up To Be Part Of Book Village!

By signing up to become a volunteer, you will be among the first to hear when the Book Village app officially launches and have the opportunity to be among the first people in the world to start making an impact through the Book Village platform.