- Reading Programs Worldwide
- Publications & Research
- Tools & Training
- News & Events
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.
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
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.
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.
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.
March 1, 2013
This paper explores the effects of school libraries on language skills, using findings from a randomized controlled trial of an Indian school library program.
February 1, 2013
This review explored how the impact of untrained and undertrained teachers in low and middle-income countries. By investigating how these teachers perform in the classroom, what interventions have been used to improve performance, and the school-wide implications of these interventions, the review concludes with a discussion of the cost-effectiveness and factors that that influence interventions in different contexts.
January 1, 2013
The 2013 report plots learning trends over the last three years with disappointing findings: learner achievement in these basic tests have remained constant across East Africa with slight changes in numeracy in Tanzania. These findings are worrying.
January 1, 2013
Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students’ years of completed schooling and, more importantly, the skills that they learn whi