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Publications & Research

Topics

  • Teachers and Teaching
  • Testing and Assessment
  • Parent & Community Involvement/Support

Publication Type

  • Reports

Applying Lessons from Behavior Change Communication in the Promotion of Family and Community-based Activities that Support Early Grade Reading

By: Schmidt, Karen

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.

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

Region - Global

Region: Global

Topics

  • Teachers and Teaching
  • Policy Issues

Publication Type

  • Peer-reviewed Articles

Overcoming Inequalities in Teaching and Learning

By: P.T.M. Marope

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.

Learning Outcomes|Access to Learning|Teacher Training

Region - Global

Region: Global

Topics

  • Teachers and Teaching
  • Predictive Factors

Publication Type

  • Program Evaluations

Improving Education Outcomes in South Asia: Findings from a Decade of Impact Evaluations

By: Salman Asim, Robert S. Chase, Amit Dar, Achim Daniel Schmillen

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.

Learning|Reading|Teacher Training

Region - South Asia

Region: South Asia

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

  • 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

  • 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

  • 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

  • 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

  • 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

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