Resources

The Decodable Levelled Reading Books Study Report- Jordan/RAMP Discover the Power of Decodable Books: Bridging the Reading Gap in Jordan's Education System Introducing the groundbreaking Reading...

The All Children Reading (ACR) Cambodia activity, funded by USAID, was implemented by RTI International and its consortium partners from 2017-2020. ACR-Cambodia helped to transform the landscape...

The USAID-FCDO Jordan Early Grades Reading & Mathematics Initiative (RAMP) started in 2015 with the goal to improve Kg-Gr.3 students reading and mathematics skills through improving curriculum...

The purpose of this panel presentation is to present the results of two uptake studies to understand how mathematics, Uzbek language arts, ICT, and EFL teachers in Uzbekistan are using and...

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 report summarizes the findings of an effort to develop and validate tablet-based, self-administered assessments of English-language foundational literacy and numeracy in the early grades. The...

Early Grade Reading Assessments (EGRAs) measure students’ progress in reading through individual administration of an oral survey of foundational reading skills. Administration is generally...

This success story highlight the experience of one Uzbek Language Arts teacher in supporting the development of new reading materials for grades 1-4 learners. When she started working on the...

This study is Phase II of a two-part Teacher’s Guide Uptake Study (TGUS) for ICT and EFL. Phase I was conducted in December 2021 and field tested the above-referenced ICT TGs and the addendum to...

In June 2020 the Philippines Department of Education (DepEd) adopted the Basic Education Learning Continuity Plan (BE-LCP), a framework to guide the 2020–2021 school year in light of school...