The Global Reading Network has four primary functions:
Leadership to make All Children Reading a top priority at the global, national, and local levels. This may involve:
- Identifying opportunities for collaboration among key actors and influential figures in the All Children Reading movement, which may include high-level champions, government officials, advocacy organizations, international education experts, and NGOs, among others
- Providing platforms from which strategic planning can be discussed and conducted over multiple communications paths to carry the effort of meeting SDG 4 by 2030
Sharing evidence on improving reading with global, national, and local level policy makers, civil society, practitioners, and international partners. This may include:
- Gathering existing evidence and making it accessible to governments, policy makers, civil society, practitioners, and international partners.
- Supporting a collaborative research agenda that addresses evidence gaps and identifies areas for new investigation.
Improving practice by identifying, developing, and sharing resources and providing professional development opportunities for those who design, support and implement early grade reading programs. Resources include:
- Early grade reading program teaching and learning materials
- Presentation materials and audiovisual and recordings
- Research and working papers
- Toolkits and resource guides
- Assessment instruments and survey tools
- Program reports, briefs and blogs
The GRN, in collaboration with REACH, also provides opportunities for training and learning. These include
- Webinars and special events on key issues in EGR
- Short courses, workshops, and trainings on the use of specific tools and resources
- Presentations at conferences and other events
These resources can be found on the Global Reading Network’s website here
Innovations in the field of early grade reading are identified, supported, and mobilized by by the Global Reading Network. This incluses trailing, refining, and promoting use of effective technologies to support reading in a variety of ways. Currently, the Global Reading Netowrk is focused on developing and implemetning the following innovation efforts:
These papers review evidence and best practices to date to address knowledge gaps and share recommendations to inform the design and implementation of early grade learning initiatives.
This Working Paper intends to support all stakeholders involved in designing, implementing or overseeing early grades literacy and numeracy program development and implementation. It provides a wealth of information about the synergies and unique characteristics of early grades literacy and early grades numeracy programs. It is our hope that implementers will find it useful in their work, as they strive to provide quality education for all young learners, and set them on a strong foundational pathway toward future learning.
All children, with or without a disability, can learn to read and should have equal access to quality instruction. The toolkit supports the Universal Design for Learning (UDL) educational framework, which guides the development of flexible learning environments that accommodate individuals with learning differences. It provides evidence-based research and information on effective teaching techniques, and specific information on how to teach early literacy skills to students with different disabilities. The guidance is designed to be relevant for programs operating in low- and middle-income country (LMIC) contexts. Specifically, the toolkit describes:
- supports and services that can be used to gain literacy skills
- specific instrucational techniques using the framework of UDL
- suggestions to monitor students' progress
- funding practices and suggestions for a phased approach to move towards inclusive education
- a self-reflection checklist that covers many of the tiems in the toolkit to help educational systems recognize possible gaps and areas for improvement
REACH, in collaboration with the Global Reading Network, has developed a professional development training series to support those designing and implementing early grade reading programming. The series includes training modules on key topics such as:
- Introduction to early grade reading improvement
- Key skills to teach and learn in the early grades
- Early grade reading instruction and classroom-based assessment
- Language considerations in EGR programs
- Resources for teaching and learning EGR
- Teacher and educator professional development in early grade reading programs
- Coaching in early grade reading programs
- From conception to scale: program design, expansion, and sustainability
The modules have been delivered in the form
Each training, delivered in in-person workshops and online webinars, includes a summary of existing evidence on the topic, an overview of experiences from EGR programs, handouts with additional information on key topics, and a curated list of resources, references, and materials from EGR programs.
This initiative promotes and supports research on early grades reading issues and priorities specific to Latin America and the Caribbean. As part of this initiative, REACH supported 10 fellows to conduct targeted research on EGR issues pertinent to their context. The fellows then produced 10 briefs on the results of their research, including recommendations for additional research. Their research findings were presented through a two-part webinar series.