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Publications & Research

Topics

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

Publication Type

  • Literature Review

Evidence Brief - Literacy, Foundation Learning and Assessment in Developing Countries

By: S. Nag, S. Chiat, C. Torgerson, M.J. Snowling

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.

Foundation learning|Assessment|Parents|Learning resources

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Region: Global

Topics

  • Text and Materials

Publication Type

  • Literature Review

Books that Children Can Read: Decodable Books and Book Leveling

By: Marcia Davidson

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.

Book Leveling|Decodable Books|Reading

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Region: Global

Topics

  • Testing and Assessment
  • Scaling Up/Scalability

Publication Type

  • Reports

Report on the Pilot Application of Lot Quality Assurance Sampling (LQAS) in Ghana to Assess Literacy and Teaching in Primary Grade 3

By: RTI International

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.

early grade reading|Impact evaluations

Region: Ghana

Topics

  • Parent & Community Involvement/Support
  • Emergent Literacy

Publication Type

  • Reports

Literacy Boost - Cross Country Analysis Results

By: Amy Jo Dowd, Elliott Friedlander, Jarret Guajardo, Noah Mann, Lauren Pisani

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.

Literacy Boost|Home Literacy Environment|At-Risk Children|Literacy

Topics

  • Testing and Assessment

Publication Type

  • Peer-reviewed Articles

Classroom-Up Policy Change: Early Reading and Math Assessments at Work

By: Amber Gove, Samir Habib, Benjamin Piper, Wendi Ralaingita

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.

EGRA|Assessment|Policy Issues|Accountability

Region - East South Africa

Region: Kenya, Egypt

Topics

  • Teachers and Teaching

Publication Type

  • Peer-reviewed Articles

The Impact of Teacher Training on Teacher and Student Outcomes: Evidence from a Randomised Experiment in Beijing Migrant Schools

By: Linxiu Zhang, Xiaoping Pang, Hongmei Yi, Scott Rozelle

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

Teacher|Teacher Training|tongue|RCT

Region - East Asia

Region: China

Topics

  • Teachers and Teaching

Publication Type

  • Program Evaluations

Curriculum Change and Early Learning: An Evaluation of an Activity Based Learning Program in Karnataka, India

By: Kallan Gowda, Anjini Kochar, Closepet Nagabhushana, N. Raghunathan

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.

Instructional Model|Student-centered Pedagogy|Activity-based Learning

Region - South Asia

Region: India

Topics

  • Language of Instruction

Publication Type

  • Program Evaluations

Independent Evaluation of the Effectiveness of Institute pour l'Education Populaire's "Read-Learn-Lead" (RLL) Program in Mali

By: Jennifer Spratt, Simon King, Jennae Bulat

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.

Mother Tongue|Instructional Model|EGRA|Reading

Region - West Africa

Region: Mali

Topics

  • Policy Issues

Publication Type

  • Working Papers

Raising Literacy from 20-percent to 80-percent? A Science-based Strategy for Partner Countries

By: Helen Abadzi

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.

Instructional Model|Language of instruction|Reading

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Region: Global

Topics

  • Testing and Assessment

Publication Type

  • Peer-reviewed Articles

Delivering Reading Intervention to the Poorest Children: The Case of Liberia and EGRA-Plus, a Primary Grade Reading Assessment and Intervention

By: Marcia Davidson, Jenny Hobbs

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.

EGRA|Assessment|Policy Issues

Region - West Africa

Region: Liberia

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