Resources

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....

Published abstract: "Summer learning loss – decreased academic performance following an extended school break, typically during the period after one grade ends and before another grade starts – is...

The Early Grade Reading Assessment (EGRA) is widely used to assess reading proficiency in developing countries. Benchmarks were introduced to simplify EGRA results into a single indicator against...

RTI International and our partner AMIDEAST are pleased to submit this Inventory of Non- Governmental Organizations (NGOs) and Community-Based Organizations (CBOs) to the US Agency for...

This presentation was delivered by Wendi Ralaingita at the Open Learning Exchange (OLE) conference in Kathmandu, Nepal (November 2017). It provides an overview of RTI's evidence-based approach to...

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects. A...

Success story about a recent kindergarten initiative under USAID's Early Grade Reading and Mathematics Project to help children and parents prepare to enter school.

This report, from the All Children Reading-Cambodia project, documents the results of the teacher survey, desk review and compilation of assessment data and communicates the implications of that...

During 2016/2017, RTI implemented an assistive technology initiative to improve reading instruction in inclusive grade two public school classrooms in 63 schools in five regions of Ethiopia....

This circular from the Uganda Ministry of Education and Sports (MoES) describes a new mandatory requirement under the "National Strategy and Action Plan on Violence Against Children in Schools...