CIES 2018 Presentation, given by Rachel Jordan. In Uganda, and many other settings, too few children are learning how to read. In response, countries have embarked on national reading programs. Unfortunately, these programs are rarely evaluated rigorously at a large scale. This paper is based on larger research that efforts looked at the impact of a large-scale mother tongue reading program in Uganda using a randomized control trial in twelve language communities. It also looked at the differences in mother tongue reading acquisition attributed to linguistic differences, differences in program implementation and socioeconomic differences in the communities. The research points to language complexity as an important predictor of reading acquisition. Aspects of this complexity (transparency, tonal markings, agglutination) will be discussed in the 12 languages supported by current early grade reading reform efforts. Tying into language mapping efforts, the paper will also discuss the realities of language mapping on the ground where, for example, regardless of the predominant language spoken by the school community the school language of instruction is decided at the district level.

CIES 2018 presentation, given by Luis Crouch on behalf of Hank Healey. The EGR Sustainability Framework emanates from a) a general understanding of evidence-based EGR programs, b) the notion of a “learning coherent” education system (Pritchett, 2015), c) the notion of a “bare bones” or “core functions” system (Crouch and Destefano, 2015); and effective curriculum implementation. To this end, our proposed EGR sustainability framework maintains that one must a) map the existing education system’s institutional, systemic, cultural, and attitudinal capacity to function as an effective learning coherent core functions curriculum implementation system, b) identify the various gaps and barriers that prevent the system from working in this manner, c) develop a plan to address those gaps and barriers, and d) help the MOE to implement that plan.

This CIES 2018 presentation describes the Journeys Program, which focuses on building a positive and supportive school climate for learning which is free from violence. The program was developed under the USAID/Uganda funded Literacy Achievement and Retention Activity, which simultaneously supports the Ministry of Education goals of improving early grade reading and retention and eliminating violence against children in schools. The presentation was given by RTI's Geri Burkholder.

Jordan RAMP, funded by USAID and UKAID, is a nationwide initiative of the Jordanian Ministry of Education (MoE) designed to improve the reading and mathematics skills of students in kindergarten 2 through grade 3 (K2–G3). RAMP, which is being carried out over five years (2015 to 2019), expects to deliver improved reading and mathematics instruction to all public school students in Jordan in grades K2–G3—about 400,000 students. This CIES 2018 presentation, given by Aarnout Brombacher, Senior Technical Advisor on the RAMP initiative, shares findings from the midline study of the project, which was conducted at the end of the 2016–2017 academic year (May 2017). The study included the EGRA and EGMA assessments as well as a range of teacher and pupil questionnaires.

This is a list of select peer-reviewed publications by International Education staff between 2015 and 2018. For some of the publications, links to information about the documents and related resources can be found on this websiate. Where possible, the DOI has been included in the attached brief.

The primary 4 English lessons are structured around a genre that is explored in reading and writing activities. Activities are provided for word study, vocabulary, grammar, oral language, and the writing process. Transition lessons are a distinct section to support learning academic language. They use informational text structure, glossaries, graphics and bold terms which will be helpful when engaging with textbooks in other subjects.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

USAID/Washington, via the All Children Reading (ACR)—Asia task order, commissioned RTI International to conduct research on whether lower and middle-income countries in Asia should invest in early grade reading. To do so, we consider the relationship between increased literacy and employment and social outcomes. We also investigate evolving job opportunities in developing Asian economies, their literacy requirements, and the relationship of Asian growth to the US economy. We then examine data on the current literacy levels among school-going and young-adult populations in Asian countries to see if they meet the needs revealed by job market trends in Asia. The analyses presented in this report show conclusively that it continues to be important for lower and middle income countries in Asia to invest in improving the teaching and learning of literacy skills in early grades. Emphasis should be placed not only on foundational skills, but also on applied skills, such as reading for comprehension across subject areas and applying information gleaned through reading various types of text to understand and solve increasingly complex problems. Education systems therefore must address the full continuum of reading skills development, beginning in the early years and throughout primary school.