Citation

Factors associated with reading achievement in the developing world: A cross-national study

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Abstract:

For over twenty years, numerous initiatives and efforts have been undertaken to promote widespread improvements in childhood learning and literacy in the developing world. National governments, multilateral organizations, and international non-governmental organizations have spent billions of dollars to provide quality education for children in diverse cultures and contexts in countries spanning the entire globe. Policies and practices are recommended and implemented based on a large body of academic research. One significant assumption these policies and practices make is that factors found related to reading achievement in the developed world are also relevant for understanding literacy achievement in the developing world. Apart from some single-country studies, there is little cross-national empirical evidence to support this assumption. The goal of this study is to investigate whether predictors of children's literacy achievement in the developed world also hold true in the developing world. Using data collected in several different countries in Africa, Asia, and Latin America, and using HLM and OLS regression analyses, this paper examine patterns (or the lack thereof) in literacy achievement. Lastly, it explores possibilities as to why these patterns do or do not exist.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486288_index.html
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MLA Citation:

Friedlander, Elliott. "Factors associated with reading achievement in the developing world: A cross-national study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486288_index.html>

APA Citation:

Friedlander, E. , 2011-04-30 "Factors associated with reading achievement in the developing world: A cross-national study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486288_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: For over twenty years, numerous initiatives and efforts have been undertaken to promote widespread improvements in childhood learning and literacy in the developing world. National governments, multilateral organizations, and international non-governmental organizations have spent billions of dollars to provide quality education for children in diverse cultures and contexts in countries spanning the entire globe. Policies and practices are recommended and implemented based on a large body of academic research. One significant assumption these policies and practices make is that factors found related to reading achievement in the developed world are also relevant for understanding literacy achievement in the developing world. Apart from some single-country studies, there is little cross-national empirical evidence to support this assumption. The goal of this study is to investigate whether predictors of children's literacy achievement in the developed world also hold true in the developing world. Using data collected in several different countries in Africa, Asia, and Latin America, and using HLM and OLS regression analyses, this paper examine patterns (or the lack thereof) in literacy achievement. Lastly, it explores possibilities as to why these patterns do or do not exist.


Similar Titles:
Learning to read and numerate in the developing world: Cross-national commonalities and differences in the intended reading and mathematics curriculum

Service of Civil Society in Developed and Developing Countries: A Cross National Analysis of Japan Interest Group Study


 
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