Resources

Article published in the International Journal of Educational Development. Published abstract: "What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy?

Article published in the International Journal of Educational Development. Volume 40, January 2015, Pages 315–322. Published abstract: The rise and widespread adoption of the early grade reading assessment (EGRA) has produced an ample supply of critics and converts.

Article published in Africa Education Review, Volume 12, 2015 - Issue 1. Published Abstract: Children from low-income families are at risk of learning outcome difficulties, particularly in literacy.

The present study on Mobile Learning and Numeracy examines how mobile learning (m-learning) could influence and improve numeracy education at early grade levels (ages 4-10) especially in low-income countries.

Article published in the Journal of Development Effectiveness, Volume 8, 2016 - Issue 3.

Article published in Comparative Education Review. Published abstract: Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited.

Article published in Writing Systems Research. Published Abstract: Reading research suggests that script type and writing systems have a relationship with children’s ability to recognise letters, syllables and words.

USAID/Nepal is interested in developing a program to help improve reading outcomes in the early grades of basic education.

Nepal Early Grade Reading Assessment, Education Management Efficiency Study, and Teacher Observation Study This is the final report for the Nepal Early Grade Reading Assessment, Education Management Efficiency Study, and Teacher Observation Study in 2014. The report provides findings related to the

The purpose of this report is to provide data on children’s early grade reading skills as measured by the EGRA. In addition, we report information from an accompanying interview with children, the teacher passage, and select data from the EMES-TOS.