- Reading Programs Worldwide
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- News & Events
April 3, 2017
Central to achieving the goal of early grade leaerners' literacy skills is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum.
January 9, 2017
The goal of this landscape report is to review and summarize available empirical evidence on early grade literacy acquisition and instruction in developing countries.
September 6, 2016
This report presents findings from a two year randomized control trial of Save the Children's Literacy Boost intervention in Rwanda. Literacy Boost provides regular, in-service teacher training on effective practices in early primary literacy instruction.
August 1, 2016
The government of Malawi, through the MoEST, with support from the United States Agency for International Development (USAID) and the Department for International Development (DFID) is implementing a National Reading Program (NRP).
June 20, 2016
UNESCO Ebook Examines Understanding What Works in Oral Reading Assessments
May 23, 2016
Over the past quarter century an effort to prioritize child learning outcomes and in particular literacy and numeracy—what we term the ‘foundational learning agenda’—has gradually gained traction in the global education field.
Region: United States
April 5, 2016
Programs around the world are contributing to improved learning outcomes for students in the early grades of primary school. Attention has been focused on developing materials and training and supporting teachers to improve literacy instruction in the first few years of school.
September 1, 2015
The 2013/4 Education for All Global Monitoring Report (GMR), Teaching and Learning: Achieving Quality Education for All, underlines the fact that a lack of attention to education quality and a failure to reach the marginalized have contributed to a learning crisis that needs urgent attention.
July 13, 2015
There have been many initiatives to improve education outcomes in South Asia. Still, outcomes remain stubbornly resistant to improvements, at least when considered across the region.
Region: South Asia
July 1, 2015
Although children’s early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status.