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January 1, 2012
December 20, 2011
Previous research has suggested that reading Arabic is slower than reading Hebrew or English, even among native Arabic readers. We tested the hypothesis that at least part of the difficulty in reading Arabic is due to the visual complexity of Arabic orthography.
September 1, 2011
This study evaluates the effect of four randomized interventions aimed at strengthening school committees, and subsequently improving learning outcomes, in public primary schools in Indonesia.
August 22, 2011
This two-page brief provides an overview of the purpose of reading assessment and how to develop a comprehensive assessment plan. The brief also contains a summary table outlining similarities and differences between various early grade reading assessment instruments, including EGRA, ASER, PIRLS, Pre-PIRLS, and SACMEQ.
August 1, 2011
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level.
July 1, 2011
Since 1990 and more especially since 2000, the goal of Education for All by 2015 has galvanized many countries in sub-Sahara Africa (SSA) into confronting their historically low rates of enrolment. They have been remarkably successful in attracting many more children into schools (UNESCO 2008).
June 16, 2011
Children’s home learning environments were examined in a low-income sample of 1,852 children and families when children were 15, 25, 37, and 63 months.
Region: United States
June 1, 2011
India has made great strides in universalizing access to elementary education. However, one of India’s most important developmental challenges now is how to raise the quality of basic educational outcomes.
June 1, 2011
Evidence-based recommendations for language-in-education policies and language use in education are made to support policy-makers and other stakeholders.
Region: Angola, Botswana, Burundi, Comoros, Eritrea, Ethiopia, Kenya, Lesotho, Madagascar, Malawi, Mozambique, Namibia, Rwanda, Seychelles, Somalia, South Africa, South Sudan, Swaziland, Tanzania, Uganda, Zambia, Zimbabwe, Benin, Burkina Faso, Cameroon, Cape Verde, Central African Republic, Chad, Congo, Republic of, Congo, Democratic Republic of, Cote d’Ivoire, Equatorial Guinea, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Liberia, Mali, Mauritania, Niger, Nigeria, Sao Tome and Principe, Senegal, Sierra Leone, Togo
June 1, 2011
We show that a short-term (31 day) reading program, designed to provide age-appropriate reading material, to train teachers in their use, and to support teachers’ initial efforts for about a month improves students’ reading skills by 0.13 standard deviations.