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Early grades reading in Asia: What are the needs and what have we learned?

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Abstract:

In Asia, Save the Children has been conducting early grades reading assessments and interventions in its country programs in Nepal, Pakistan, the Philippines, Bangladesh and Vietnam using its Literacy Boost toolkit of resources. Baseline assessments in the Philippines, Bangladesh and Vietnam indicate an urgent need to address language and literacy issues in Save the Children’s basic education programming. They also point to important influences of reading habits and household literacy. Results from a year of implementing Literacy Boost interventions in Nepal and Pakistan, meanwhile, indicate promising practices for addressing gaps in children’s reading and learning, and the importance of addressing language and use of literacy. This presentation will look into baseline reading assessment research to analyze evidence of recurrent trends in terms of language, literacy use and learning in Asia, and use results information comparing Literacy Boost baseline and end of year reading assessments to critically examine the impact/success of solutions that Save the Children has been testing with schools and communities to improve children’s early grades reading skills. The presentation will draw out implications of results for practice in other countries and discuss options for taking the lessons to scale.
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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/p493754_index.html
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MLA Citation:

Mithani, Shahzad. and Ochoa, Cecilia. "Early grades reading in Asia: What are the needs and what have we learned?" 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/p493754_index.html>

APA Citation:

Mithani, S. and Ochoa, C. "Early grades reading in Asia: What are the needs and what have we learned?" 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/p493754_index.html

Publication Type: Panel Paper
Abstract: In Asia, Save the Children has been conducting early grades reading assessments and interventions in its country programs in Nepal, Pakistan, the Philippines, Bangladesh and Vietnam using its Literacy Boost toolkit of resources. Baseline assessments in the Philippines, Bangladesh and Vietnam indicate an urgent need to address language and literacy issues in Save the Children’s basic education programming. They also point to important influences of reading habits and household literacy. Results from a year of implementing Literacy Boost interventions in Nepal and Pakistan, meanwhile, indicate promising practices for addressing gaps in children’s reading and learning, and the importance of addressing language and use of literacy. This presentation will look into baseline reading assessment research to analyze evidence of recurrent trends in terms of language, literacy use and learning in Asia, and use results information comparing Literacy Boost baseline and end of year reading assessments to critically examine the impact/success of solutions that Save the Children has been testing with schools and communities to improve children’s early grades reading skills. The presentation will draw out implications of results for practice in other countries and discuss options for taking the lessons to scale.


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

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

Successes and challenges of Reading to Learn (RtL): Introducing an innovative approach to teach reading for early grades in East Africa


 
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