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Global Reading Network Sets Research Agenda


As part of its efforts to foster knowledge sharing and evidence building among the Community of Practice (CoP), the Global Reading Network has developed a research agenda for 2018. The goal is to support collaborative research activities in order to consolidate evidence and fill in the urgent knowledge/practice gaps in the area of early grade reading. Through our research products, we are striking a balance between creating new knowledge and disseminating new and existing knowledge for practical use and instructional change. Activities revolve around two key elements.

Research-to-Use Papers

GRN’s Research-to-Use papers will present key literature in the field and address knowledge gaps to inform program design and implementation. These papers represent topics requested by members of the Community of Practice and which are important to continue improvement in the field. Topics for the Research-to-Use papers are:

  • Strategies and Approaches to Structured Pedagogy in Early Grade Reading
  • Formative Assessments for Use in Early Grade Reading
  • Approaches to Early Grade Literacy and Pre-School Interventions
  • Successful Coaching Models for Early Grade Reading Improvement in Low-Income Country Contexts
  • Examining Connections Between Early Math and Early Reading Learning and Outcomes

A Toolkit on Improving Reading Instruction for Children with Disabilities

To support Sustainable Development Goal 4, which seeks to ensure inclusive and quality education for all, and the United States Agency for International Development’s (USAID) work in this area, the GRN is developing a toolkit for donors and implementers to improve reading for children with disabilities.

This is the first time a toolkit will look at challenges involved in addressing instructional approaches to support literacy skills for children with disabilities at a global level. The toolkit will present evidence on implementing various models of inclusion from the perspective of improving reading outcomes, providing additional learning supports and examining proper screening and identification methods to use for children with a range of disabilities.

The toolkit will present research, case studies, expert interviews, and resources and tools that those working to improve reading instruction in the early grades can use. The toolkit is intended to support implementation of USAID’s policy on all children reading and to be a practical resource to those working to improve early grade reading outcomes in low-income contexts.

GRN will provide further information regarding the research agenda as it becomes available.



Tuesday, December 26, 2017