Presentations | 17 March 2017
Malawi Early Grade Reading Activity: Scripting Study Report (Presentation)
Presentation delivered at CIES 2017 (Atlanta).
Presentations | 17 March 2017
Low-cost, familiar tech for teacher support: Evidence from a SMS campaign for early grade teachers in Malawi
Presentation delivered at CIES2017 (Atlanta). Providing teachers guidance, mentorship and encouragement in between formal, face-to-face trainings or coaching sessions is challenging.
Presentations | 16 March 2017
Relationships Between Coach Support and Teacher Instructional Practices Preliminary Findings from the Nigeria Reading and Access Research Activity (RARA)
Presentation delivered at CIES2017 (Atlanta).
Presentations | 15 March 2017
Prospects and Challenges in Scaling up Mother Tongue Curriculum Development and Implementation in Multilingual Environment: Experiences from Ethiopia
Presentation delivered at CIES 2017 (Atlanta). A number of linguistically diverse countries are embarked on providing their children with Mother Tongue (MT) instruction to enhance educational quality.
Presentations | 14 March 2017
The Power of Instructional Support: Using Existing Systems to Change Teacher Behavior in Kenya
Presentation delivered at CIES 2017 (Atlanta). Instructional support is essential in the process of creating and supporting instructional change. Educational quality improvement is the elusive goal for many recent literacy improvement programs and strategies.
Presentations | 10 March 2017
CIES 2017 Presentation: Measurement of early reading under the SDGs
Measurement of learning is central to the Sustainable Development Goals for education, both in early primary (grade 2/3) and in early childhood (under the age of 5) (IAEG 2016).
Presentations | 8 March 2017
READ TA Ethiopia Assistive Technology Capacity Building Initiative - CIES 2017 presentation
This presentation is an overview of the Assistive Technology Capacity Building Initiative (ATCBI) implemented by RTI International under the USAID-funded READ TA project in Ethiopia.
Reports | 6 March 2017
Status of Early Grade Reading in Sub-Saharan Africa
Student literacy assessments contribute to identifying the U.S. Agency for International Development’s (USAID’s) progress toward Goal 1: improving reading skills for 100 million children by 2015.
| 3 March 2017
Education Evaluation Services in the Democratic Republic of Congo (DRC) The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness – Grade 3 Report of Findings
This study primarily provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (Lingala, Kiswahili, and Tshiluba), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in F
Reports | 3 March 2017
Education Evaluation Services in the Democratic Republic of Congo (DRC): The DRC 2015 Early Grade Reading Assessment and Snapshot of School Management Effectiveness Grade 5 Report of Findings
This study primarily provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (Lingala, Kiswahili, and Tshiluba), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in F