The Global Reading Network (GRN) is pleased to announce release of the Landscape Report on Early Grade Literacy. The goal of the report, which was supported by the United States Agency for International Development (USAID), was to rigorously review evidence from the existing research base on early grade literacy outcomes and instruction in the developing country context. The authors sought to identify effective and promising practices, as well as gaps in the literature and evidence. Topics of the review included child-level factors, instructional factors and larger contextual factors within which the student is embedded, as well as long-run considerations such as sustainability, costs and scaling up.
The review found that explicit and systematic instruction on multiple components (e.g., phonological awareness, phonics) has yielded large and robust effects in emergent literacy skills. However, evidence is inconsistent and insufficient in the areas of higher-order skills, instruction in multilingual contexts and long-run considerations such as those mentioned above. The Landscape Report on Early Grade Literacy offers a comprehensive model of the process of learning to read and write, and it highlights the balance required between decoding-related skills and higher-order skills, which are often not given sufficient attention in literacy interventions.
The report is designed to provide those supporting, implementing and evaluating early grade reading programs with easily accessible information to help guide program design, as well as identify areas for additional research, as they work to improve children's literacy skills. Click here to access the Landscape Report.