Global

Learning to read is a critical foundational skill in the early grades. The Government of Uganda in partnership with the Literacy Achievement and Retention Activity funded by the United States Agency for International Development (USAID) is working to improve early grade reading.

Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity.

Improving learning outcomes at scale is hard. That may seem obvious, but only recently have policymakers and donors become aware of just how dire—and broad—the learning crisis is.

It is difficult to imagine an effective teacher who does not have mastery of the content nor command of the pedagogical skills needed to teach literacy. Yet many teachers, particularly in low- and middle-income countries, lack these very skills.

This annotated bibliography, originally created as a supplement to a research poster, compiles the output from an RTI internal research and development (IR&D) award.

Programs to promote social and emotional learning (SEL) risk making assumptions about the global relevance of core competences. Because scholarship is lacking about SEL in many parts of the world, new approaches are needed to contextualize the goals of SEL programs in a realistic time frame.

This document is intended for program and curriculum experts interested in implementing evidence-based early grade mathematics programs.

La Evaluación de Matemáticas en los Primeros Grados (EGMA) Toolkit