Resources

Research shows that mother tongue-based education in the early years improves reading and learning outcomes. Participating pupils begin learning to read in their local language in Primary 1. They...

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,...

Recording of #vCIES 2020 conference panel presentation entitled: Effectiveness of Coaching as a Teacher Professional Development Strategy in low-income countries

The Malawi National Reading Program (NRP) is the country's flagship education program aimed at improving the reading skills of all Malawian learners in Standards 1 to 4. USAID supports the NRP by...

Literacy instruction programs have arguably had limited success because they focus on the technical – but not the social – aspects of literacy instruction. Reform efforts in sub-Saharan Africa...

This presentation summarizes the findings from Occasion 2 of the Uganda/Literacy Achievement and Retention Activity longitudinal study of the impact of the Journeys intervention that aims to...

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...

RTI’s multi-country study examines a range of instructional support packages that include a variety of designs for coaching and communities of practice across all of RTI’s existing programs in...

This guide addresses the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically,...

This study measured students’ reading ability and gathered basic demographic information from children and teachers. Some standard context information was also gathered from children about their...