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Publication Type

  • Annotated Bibliography

Effective Beginning Reading Programs: A Best -Evidence Synthesis

By: Robert Slavin, Cynthia Lake, Bette Chambers, Alan Cheung, Susan Davis

January 1, 2009

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula a

Teaching/Instructional Model|Curriculum

Region - North America

Region: United States

Topics

  • Teachers and Teaching

Publication Type

  • Reports

Using Opportunities to Learn and Early Reading Fluency to Measure School Effectiveness in Guatemala

By: Audrey-Marie Schuh Moore, Joseph DeStefano, Elizabeth Adelman

January 1, 2009

How do we know if and when schools are effective? To most educational planners, the term “effective” is the search for factors and variables that enhance a child’s learning irrespective of their background.

Region - South America

Region: Guatemala

Topics

  • Testing and Assessment
  • Policy Issues

Publication Type

  • Policy Papers

Measuring Beginner Reading Skills: An Empirical Evaluation of Alternative Instruments and their Potential Use for Policymaking and Accountability in Peru

By: Ines Kudo, Jorge Bazan

January 1, 2009

Based on analysis of reading performance data from 475 third-graders in Peru, this study makes recommendations on improving reading tests, choice of reading standards, and how to present the results at the school and individual levels.

Reading|Assessment|Fluency|Accountability

Region - South America

Region: Peru

Topics

  • Teachers and Teaching
  • Language of Instruction
  • Policy Issues

Publication Type

  • Working Papers

Language, Literacy, and Learning in Primary Schools: Implications for Teacher Development Programs in Nigeria

By: Olatunde Adekola

January 1, 2007

Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in cla

Teacher Professional Development|Teacher education|Policy Issues

Region - West Africa

Region: Nigeria

Topics

  • Teachers and Teaching
  • Text and Materials
  • Emergent Literacy

Publication Type

  • Peer-reviewed Articles

Accelerating Early Grade Reading in High Priority EFA Countries: A Desk Review

By: Colette Chabbot

November 1, 2006

The purpose of the paper is to familiarize professionals in USAID and U.S.-based development organizations who are already active in education with 1) recent advances in how children learn, 2) early reading activities that build on these advances, and 3) possible next steps towards developing new

Education for All|Books|Reading|Teaching|Emergent Literacy

Region - Global

Region: Global

Topics

  • Scaling Up/Scalability
  • Policy Issues

Publication Type

  • Policy Papers

Making Schools Work for Marginalized Children: Evidence from an Inexpensive and Effective Program in India

By:

November 1, 2006

This brief case examines how a large-scale remedial education program that provided tutors (balsakhis) for marginalized children dramatically increased learning by focusing on improving basic math and reading skills.

Pratham|community involvement|Assessment|Cost-effective|education quality|Learning

Region - South Asia

Region: India

Topics

  • Language of Instruction

Publication Type

  • Peer-reviewed Articles

Becoming Literate in Different Languages: Similar Problems, Different Solutions

By: J. Ziegler, U. Goswami

September 1, 2006

The teaching of reading in different languages should be informed by an effective evidence base. Although most children will eventually become competent, indeed skilled, readers of their languages, the pre-reading (e.g.

Home Language|Multi-languages|Orthography|Reading

Region - Global

Region: Global

Topics

  • Policy Issues

Publication Type

  • Reports

Efficient Learning for the Poor

By: Helen Abadzi

January 1, 2006

This report combines a comprehensive review of the problems and opportunities facing school systems in the poorest developing countries with the findings of cognitive neuroscience.

Instructional Time|Text and Materials|Teachers and teaching|Language of instruction|Parent and Community Involvement & Support|Education for All|Literacy

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Region: Global

Topics

  • Predictive Factors

Publication Type

  • Peer-reviewed Articles

Evaluation of an Early Childhood Preschool Program in Rural Bangladesh

By: Frances Aboud

January 1, 2006

A preschool program in rural Bangladesh was evaluated in terms of cognitive and social outcomes of children. The preschools provided a half-day program, 6 days a week, with free play, stories, and instruction in literacy and math.

Pre-school|Nutrition|Parental and Community Involvement

Region - South Asia

Region: Bangladesh

Topics

  • Policy Issues

Publication Type

  • Peer-reviewed Articles

School, Teachers, and Education Outcomes in Developing Countries

By: Paul Glewwe, Michael Kremer

January 1, 2006

About 80% of the world’s children live in developing countries. Their well-being as adults depends heavily on the education they receive.

School Enrollment|School Finance|School Reform|Teachers

Region - Global

Region: Global

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