Resources

Chapter 5 of the book Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia.

The research involved a review of the existing literature on the contextual factors affecting reading outcomes and analysis of existing LARA and SHRP datasets.

Early Grades Reading in Uganda: Contextual Factors that Impact Reading Achievement

LARA’s Theory of Change places school climate in a central role for improved reading and retention.With aims to promote, a positive learning environment, eliminate violence in schools, and increase retention, the Journeys intervention is based on an awareness-based system change model.

This report presents key findings of the 2018 national assessment of early grade reading skills in Chichewa, a core language for reading and language development in Malawi.

The Government of Malawi, through the Ministry of Education, Science and Technology (MoEST) with financial and technical support from the United States Agency for International Development (USAID), is implementing a National Reading Programme (NRP) aimed at improving the reading skills of Malawian s

The USAID/ Uganda Literacy Achievement and Retention Activity will implement an eight-week Social Behavior Change Communication (SBCC) pilot in Ssekanyonyi Coordinating Centre in Mityana district.

What impact can a social and behavior change communication (SBCC) campaign have on parental engagement in their children’s reading practice at home? RTI International began exploring this question in 2014 by reviewing SBCC theory and how it could apply to the education sector.

Story Cards - English

Story Cards - Luganda