Resources

The purpose of this activity was to develop and pilot a CB-EGRA in the Khmer language for validation and use in Cambodia. The CB-EGRA is a paper-based assessment that can be administered with...

The purpose of this field guide is to introduce concepts, tools, and group activities that can be used to guide educators in co-creating locally defined prototypes of future learning spaces that...

The purpose of the U.S. Agency for International Development (USAID) Asia All Children Reading (ACR) Inclusive Education Review is to examine disability-inclusive basic education programming,1...

This study uses national Grade (G) 3 Early Grade Reading Assessment (EGRA) data from 2013, when G3 students learned to read in Filipino and English rather than a mother tongue, and comparable data...

This reference document is a companion to the Language Complexity Study conducted by RTI International under the All Children Reading–Philippines project in 2020. The study was a secondary...

Over 91% of the total student population worldwide has been affected due to school closures caused by COVID-19, according to UNESCO. How can the system ensure education of the country that every...

In 2009 the Philippines Department of Education issued Order No. 74, “Institutionalizing Mother Tongue-Based Multilingual Education (MTB-MLE),” calling for the use of the learners’ mother tongues...

The objective of this study was to provide insight into the relationships between the teachers’ and students’ language usage, the MTB-MLE policy implementation, and student reading outcomes,...

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in...

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in...