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Learning by doing: How Literacy boost uses assessments to design, test, and refine solutions to the early grades reading crisis

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Abstract:

Amid the dramatic improvements in children’s access to basic education in Africa and Asia comes the challenge of quality—children are not gaining basic competencies in literacy that they need to succeed in school. In its partner schools and communities in these two regions, Save the Children has been refocusing its efforts on children’s learning outcomes through Literacy Boost, a holistic approach that combines assessment, teacher training and community action to develop children’s reading skills. Save the Children uses results from its baseline reading assessments to define the needs and design solutions that boost reading instruction in the classroom as well as reading practice and motivation beyond school walls. It then uses results findings from follow-on reading assessments to assess progress/impact, reflect on practice, and refine interventions. This presentation will put a spotlight on the urgent need to address children’s reading by analyzing trends and issues from Save the Children’s baseline reading assessments in country programs such as Mali, Uganda, Ethiopia, Vietnam and the Philippines. It will also critically examine the success/impact of Literacy Boost strategies tested for 1 to 2 years in schools and communities such as Malawi, Mozambique, Nepal and Pakistan. Using data from follow-on reading assessments as well as reflections from lessons learned workshops, this presentation will reflect on key questions regarding reading instruction, reading materials and reading practice to draw out challenges such as partnership, sustainability and scale and their implications for continually refining Literacy Boost and similar efforts to support learning.
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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/p493742_index.html
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MLA Citation:

Ochoa, Cecilia. "Learning by doing: How Literacy boost uses assessments to design, test, and refine solutions to the early grades reading crisis" 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/p493742_index.html>

APA Citation:

Ochoa, C. "Learning by doing: How Literacy boost uses assessments to design, test, and refine solutions to the early grades reading crisis" 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/p493742_index.html

Publication Type: Panel Paper
Abstract: Amid the dramatic improvements in children’s access to basic education in Africa and Asia comes the challenge of quality—children are not gaining basic competencies in literacy that they need to succeed in school. In its partner schools and communities in these two regions, Save the Children has been refocusing its efforts on children’s learning outcomes through Literacy Boost, a holistic approach that combines assessment, teacher training and community action to develop children’s reading skills. Save the Children uses results from its baseline reading assessments to define the needs and design solutions that boost reading instruction in the classroom as well as reading practice and motivation beyond school walls. It then uses results findings from follow-on reading assessments to assess progress/impact, reflect on practice, and refine interventions. This presentation will put a spotlight on the urgent need to address children’s reading by analyzing trends and issues from Save the Children’s baseline reading assessments in country programs such as Mali, Uganda, Ethiopia, Vietnam and the Philippines. It will also critically examine the success/impact of Literacy Boost strategies tested for 1 to 2 years in schools and communities such as Malawi, Mozambique, Nepal and Pakistan. Using data from follow-on reading assessments as well as reflections from lessons learned workshops, this presentation will reflect on key questions regarding reading instruction, reading materials and reading practice to draw out challenges such as partnership, sustainability and scale and their implications for continually refining Literacy Boost and similar efforts to support learning.


Similar Titles:
Designing an early grade reading assessment in Northern Nigeria: Language implications on test development and results

Improving literacy and numeracy in early grades in Kenya and Uganda: Piloting the Reading to Learn (RtL) model in public primary school lower grades

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


 
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