Resources

Despite the growing interest in supporting learning through play across many low and middle-income countries, measures of how contexts can support learning through play are lacking. As part of the...

The lack of information about children’s oral language skills limits our understanding of why some children do not respond to literacy instruction. Even though native language oral language skills...

This presentation was given at the Comparative and International Education Society (CIES) annual conference in Washington, DC on February 21, 2023. The presentation describes a systematic research...

In 2014, the Nepal Ministry of Education, Science, and Technology (MOEST) developed a National Early Grade Reading Program (NEGRP), aimed at improving the reading achievement of early-grade...

While there has been substantial investment in early-grade reading in low- and middle-income country contexts (LMICs) in the last 15 years, and a concomitant increase in evidence around what works...

This presentation focused on learning through play-based pedagogies in Kenya, Rwanda and Ghana. Some key findings discussed are: (1) Teachers in general support the concept of play and employing...

While there is growing evidence of the impact of learning through play (LtP) on student outcomes in high-income countries, there is little research linking LtP to learning outcomes in low-and...

The Mathematics Knowledge for Teaching (MKT) is a short survey (23 items) that measures primary grade teacher knowledge by a) math domains and b) pedagogical and content knowledge. Math domain...

To evaluate the impact of the Program’s reading and mathematics components, baseline Early Grade Reading and Mathematics Assessments (EGRA and EGMA, respectively) were conducted in November and...

This brief presents findings on what worked to improve learning outcomes at scale under 8 successful early grade literacy programs, with a focus on findings from the Tusome program in Kenya.1...