Kenya/Tusome

This presentation was delivered during CIES 2024 conference. It describes a pilot remedial reading program that was conducted as part of the Tusome program. The program was focused on improving the foundational English literacy skills of struggling grade 3 learners.

The Tusome Early Grade Reading Activity is USAID’s flagship education program in Kenya.

At CIES 2019, Dr. Benjamin Piper reflected on the use of experimental and implementation research to inform the scale-up and success of the USAID Tusome Early Grade Reading Activity in Kenya.

Findings on the impact of the Tusome intervention and language of instruction on refugee learners in the Kakuma refugee camp in Kenya, presented by Dr. Benjamin Piper at CIES 2019.

CIES 2018 Presentation, given by Ben Piper. Tusome is supporting the Ministry’s systems to increase the utilization of monitoring data, and to expand the accountability structures of the government using the data provided by the national literacy program.

CIES 2018 Presentation, given by Ben Piper. This paper examines the influence of Mother Tongue (MT) as a medium of instruction in lower primary schools in 4 zones of Machakos County based on the PRIMR program.

CIES 2018 Presentation, given by Ben Piper. The Tusome national literacy program has been implemented in each of Kenya’s more than 22,000 public primary schools and 1500 low cost private schools in the slums since 2015.

CIES 2018 Presentation, given by Jessica Mejia. The gradual release of responsibility model has been a primary instructional approach in many early grade literacy programs, including the Tusome Early Grade Reading Activity in Kenya.

CIES 2018 Presentation, given by Dunston Kwayumba. In many developing countries, subjects are taught and tested in the child’s second or third language. In Kenya, for example, all subjects are taught and examined in English, other than languages such as Kiswahili.

Article published in the IJEDICT, Vol. 13, No. 3 (2017). Published Abstract: "Previous large-scale education technology interventions have shown only modest impacts on student achievement.