Citation

Lessons from Room to Read’s experience designing and implementing six new primary grades literacy programs in Asia

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

Room to Read has initiated implementation of literacy programs in primary grades (ranging from grades 1-4) in six Asian countries in the past two years. Programs in India, Nepal and Sri Lanka were initiated in 2009; Laos and Cambodia programs in September and October 2010, respectively; and in Bangladesh in January 2011.

Implementation of these programs was preceded by research and development (R&D) which included school visits to understand the classroom situation (class size, environment, etc.), discussions with teachers and documentation of reading/language teaching practices. Additional R&D activities included analysis of the curriculum and textbook; review of teachers’ guides and existing teacher development programs and consultations with national/provincial and district governments, as well as academic institutions.

In order to guide the development of each country’s program, Room to Read created a comprehensive, global framework for an early grades reading program based on research and best practices. Each country presented a different set of challenges in the development of the overall program strategy that modified and/or supplemented the curriculum, the instructional design, materials, and the teacher professional development strategy. This paper will present the challenges faced in these countries during this process and in the initial stages of implementation. Also, it will present an analysis of the local adaptations and modifications in response to the education system in each country, while attempting to ensure that each program reflects the crucial elements of Room to Read’s literacy framework.
Convention
All Academic Convention can solve the abstract management needs for any association's annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492647_index.html
Direct Link:
HTML Code:

MLA Citation:

Jhingran, Dhir. "Lessons from Room to Read’s experience designing and implementing six new primary grades literacy programs in Asia" 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 <http://citation.allacademic.com/meta/p492647_index.html>

APA Citation:

Jhingran, D. "Lessons from Room to Read’s experience designing and implementing six new primary grades literacy programs in Asia" 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/p492647_index.html

Publication Type: Panel Paper
Abstract: Room to Read has initiated implementation of literacy programs in primary grades (ranging from grades 1-4) in six Asian countries in the past two years. Programs in India, Nepal and Sri Lanka were initiated in 2009; Laos and Cambodia programs in September and October 2010, respectively; and in Bangladesh in January 2011.

Implementation of these programs was preceded by research and development (R&D) which included school visits to understand the classroom situation (class size, environment, etc.), discussions with teachers and documentation of reading/language teaching practices. Additional R&D activities included analysis of the curriculum and textbook; review of teachers’ guides and existing teacher development programs and consultations with national/provincial and district governments, as well as academic institutions.

In order to guide the development of each country’s program, Room to Read created a comprehensive, global framework for an early grades reading program based on research and best practices. Each country presented a different set of challenges in the development of the overall program strategy that modified and/or supplemented the curriculum, the instructional design, materials, and the teacher professional development strategy. This paper will present the challenges faced in these countries during this process and in the initial stages of implementation. Also, it will present an analysis of the local adaptations and modifications in response to the education system in each country, while attempting to ensure that each program reflects the crucial elements of Room to Read’s literacy framework.


Similar Titles:
The challenge of designing a balanced early grade literacy instruction program that is closely aligned with existing textbooks: Pragmatic strategies from Room to Read's experience

Developing Effective early grade reading programs in local languages in Asia and Africa: The Room to Read Approach

Lessons from Room to Read’s experience designing and implementing two new primary grades literacy programs in Zambia and South Africa


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.