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January 1, 2014
In this review, the authors consider the available evidence on foundation learning and literacy in order to identify key components for intervention that are appropriate to specific cultural and linguistic contexts.
November 1, 2013
This paper examines ways to create texts in order to provide a continuum of reading levels for the primary grades. Using these methods, texts are calibrated to start at an easy level and gradually become more difficult so that children can access books they can read from the earliest weeks of first grade onward.
October 11, 2013
This report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Ghana. It also suggests next steps for applying LQAS more broadly for education program monitoring.
September 1, 2013
This report presents the findings of a cross-country analysis of the equity impact of Literacy Boost using data from sites in Bangladesh, Ethiopia, Malawi, Mozambique, Nepal, Pakistan, and Zimbabwe, drawn from investigating five research questions.
September 1, 2013
This article reviews the development of the Early Grade Reading and Mathematics Assessments (EGRA and EGMA), which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum.
July 2, 2013
This article exploits a randomised controlled trial to evaluate the impact of an intensive, short-term in-service teacher training programme on the performance of English teachers in Beijing migrant schools and their students
June 1, 2013
This paper evaluates the “Nali Kali” (Joyful Learning) program adopted in the South Indian state of Karnataka, and exploits the phasing in of the program over cohorts and schools to identify its effects.
June 1, 2013
The Institute for People’s Education (Institut pour l’Éducation Populaire, or IEP) designed the Read-Learn-Lead (RLL) program to demonstrate that the new official curriculum (here, the Curriculum program), if properly implemented and supported, can be a viable and effective approach to primary education, using mother tongue and a very specific pedagogical delivery approach.
May 30, 2013
In higher-income countries, students get exposed to print before school, so they progress fast in automaticity and text interpretation. Commensurately, the poor are expected to progress quickly into meaning and content. The early learning failure in low income countries is due to missing 'low level' building-block skills.
May 1, 2013
This paper provides key learning from the application of an early reading intervention applied in post-conflict Liberia, which included a robust assessment tool (Early Grade Reading Assessment) to measure the impact of the programme on students’ reading levels.