Dari–Pashto books
Provided through the evaluated program.
Documented program evidence
Impact with its date, scope, and source.
Historical results from the legacy site are preserved as program records—not presented as newly measured 2026 activity.
2011–2013 U.S. government-supported program
An independent evaluation rated the program 3.8 out of 4.
A 21-month program supported by the U.S. Department of State was independently evaluated by an organization hired by the U.S. government.
English books
Provided through the evaluated program.
Teacher Guides
Distributed for use with the books.
Audio copies
Six stories on cassette or CD.
Teachers trained
Participants represented 23 NGOs across Afghanistan.
Radio programs
Created for local Afghan radio stations.
What parents and teachers reported
- Children eagerly read the books at least weekly, often two or three times.
- Culturally relevant stories, high-quality printing, and illustrations encouraged reading.
- Bilingual Dari–Pashto editions improved understanding across both languages.
- Children shared skills with siblings, friends, family members, and neighbors.
- Teachers adopted discussion, picture storytelling, questioning, and conversational instruction.
Research foundations
Books in the home and mother-tongue instruction matter.
Family scholarly culture
A 27-country study found that books in the home were a strong predictor of educational attainment, with the greatest effect among children from the least educated and poorest families.
Evans, Kelley, Sikora & Treiman (2010), Research in Social Stratification and Mobility 28(2), 171–197.First-language learning
The legacy research summary cites UNESCO findings that a child’s first language is the optimal language for literacy and learning during primary school.
UNESCO (2008); Mother Tongue-Based Multilingual Education resources.Transfer to a second language
Strong reading skills developed in a familiar language can transfer when a learner begins reading in another language.
Krashen (2004), The Power of Reading.