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Publications & Research

Topics

  • Language of Instruction
  • Emergent Literacy

Publication Type

  • Peer-reviewed Articles

Oral Narrative Skills: Explaining the Language-Emergent Literacy Link by Race/Ethnicity and SES

By: N. Gardner-Neblett, I.U. Iruka

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.

Inequality|Language Teaching|early grade reading

Region - Global

Region: Global

Topics

  • Language of Instruction
  • Testing and Assessment

Publication Type

  • Peer-reviewed Articles

Problematizing Early Grade Reading: Should the post-2015 Agenda Treasure What is Measured?

By: Lesley Bartlett, Amy Jo Dowd, Christine Jonason

January 1, 2015

Learning has emerged as a central theme within post-2015 debates. Central to these efforts have been a focus on literacy, and specifically early grade reading. This article identifies significant challenges raised by the current framing of emergent literacy in international educational development circles. Specifically, the authors examine how the Early Grade Reading Assessment, or EGRA, one very influential oral reading assessment tool based largely on an American reading assessment called DIBELs, has shaped the educational quality debate in the past decade and what important elements might be missing from this dominant view of reading.

Testing and Assessment|EGRA|Post-2015|Scaling up/Scalability|Policy Issues|Learning|Reading

Region - Global

Region: Global

Topics

  • Scaling Up/Scalability
  • Policy Issues

Publication Type

  • Reports

Fixing the Broken Promise for Education for All: Findings from the Global Initiative on Out-of-School Children

By: UNESCO Institute for Statistics

January 1, 2015

Fixing the Broken Promise of Education for All, a report produced by the UNESCO Institute for Statistics and UNICEF, could not be more timely.

Education for All|Learning Outcomes

Region - Global

Region: Global

Topics

  • Teachers and Teaching
  • Language of Instruction

Publication Type

  • Peer-reviewed Articles

Vocabulary: An ILA Cross-Journal Virtual Issue

By: International Literacy Association

January 1, 2015

The International Literacy Association (ILA) is proud to bring you a cross-journal Virtual Issue on Vocabulary. A primary concern of literacy is the acquisition and mastering of vocabulary. Vocabulary is a particular concern of the ELL (English language learner) community.

Vocabulary|Teacher Instruction|multilingualism

Region - Global

Region: Global

Topics

  • Teachers and Teaching
  • Text and Materials

Publication Type

  • Reports

Reading Research in Morocco

By: RTI International, Varlyproject, AUI

October 20, 2014

Research on Reading in Morocco

Region - North Africa, Middle East

Region: Morocco

Topics

  • Scaling Up/Scalability
  • Policy Issues

Publication Type

  • Reports

Communication for Behavior Change to Support Early Grade Reading

By: RTI International

July 1, 2014

This report discusses two overarching themes for the behavior change communication (BCC) activity under Education Data for Decision Making (EdData II), Task Order 20.

Behavior Change Communication|Literacy|Research

Region: Global

Topics

  • Teachers and Teaching
  • Parent & Community Involvement/Support

Publication Type

  • Reports

Task Order 20: Measurement and Research Support to Education Strategy Goal 1

By: Schmidt, Karen

July 1, 2014

Applying Lessons from Behavior Change Communications to the Design of an Intervention Promoting Family and Community Support for Learning to Read

Parent and Community Involvement & Support|SBCC|Social and Behavior Change Communication|Behavior Change

Region - Global

Region: Global

Topics

  • Teachers and Teaching
  • Text and Materials

Publication Type

  • Peer-reviewed Articles

Improving Reading Outcomes in Kenya: First-year Effects of the PRIMR Initiative

By: Benjamin Piper, Stephanie Simmons Zuilkowski, Abel Mugenda

July 1, 2014

The PRIMR Initiative aims to improve literacy learning by aligning curriculum and teacher practices with current research, providing ongoing instructional support and observation, and supplying basic instructional materials and English and Kiswahili books for students.

Literacy|Reading|Bilingual Education|RCT|Instructional Practice

Region - East South Africa

Region: Kenya

Topics

  • Teachers and Teaching
  • Policy Issues

Publication Type

  • Reports

Incentives & Accountability in Education

By: Gustavo Arcia, Alejandro Ome, Vi-Nhuan Le, Alicia Menedez

June 1, 2014

This report is based on two original papers written by RTI International and NORC at the University of Chicago. The paper by NORC at the University of Chicago was written by Alejandro Ome, Vi-Nhuan Le, and Alicia Menendez.

Incentives|Accountability|school management

Region: Global

Topics

  • Language of Instruction

Publication Type

  • Peer-reviewed Articles

How Important is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

By: Claude Golderberg, Tammy Tolar, Leslie Reese, David Francis, Antonio Bazan, Rebeca Mejia-Arauz

June 1, 2014

This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English.

Phonemic Awareness|Spanish|Reading

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