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Presentation delivered at CIES.This study attempts to determine whether or not the complexity of the L1 should be a factor in interpreting reading achievement in multilingual contexts, as well as in planning early grade reading teaching and learning materials and curricula in settings with complex l

This presentation highlights some of the results and implications of a 2019 study on fidelity of implementation of the language of instruction policy in the Philippines. In 2009 the Philippines Department of Education issued Order No.

This final report describes the progress made from October 1, 2015 - December 31, 2018 under the Tanzania National Early Grade Reading Assessment activity. USAID/Tanzania contracted RTI International to conduct two rounds of student assessments in early grade reading.

This brief describes the use of qualitative analysis in international education research.

This research dives into the results of a 2019 survey of district ICT coordinators, school ICT coordinators and teachers in the Philippines, which collected information on the use of ICT in schools before the pandemic and school closures.

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 2013 and 2019.

Tusomere Wamu Uganda Learning Campaign Toolkit

Chapter 5 of the book Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia.

The research involved a review of the existing literature on the contextual factors affecting reading outcomes and analysis of existing LARA and SHRP datasets.

Early Grades Reading in Uganda: Contextual Factors that Impact Reading Achievement