Publications

Article published in the journal The Lancet Early Childhood Development Series. Published Abstract: "Early childhood development programmes vary in coordination and quality, with inadequate and inequitable access, especially for children younger than 3 years.

Article published in Journal of Research on Educational Effectiveness.

Recent attention has focused on the existence of non-government schools that cater to children from low-income families. These schools can now be found in the majority of developing countries, many of which have a prescribed public policy to provide free public education.

This article reviews the development of the EGRA and EGMA, which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum.

Article published in the International Journal of Educational Development. Published abstract: "What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy?

Article published in the International Journal of Educational Development. Volume 40, January 2015, Pages 315–322. Published abstract: The rise and widespread adoption of the early grade reading assessment (EGRA) has produced an ample supply of critics and converts.

Article published in Africa Education Review, Volume 12, 2015 - Issue 1. Published Abstract: Children from low-income families are at risk of learning outcome difficulties, particularly in literacy.

Article published in the Journal of Development Effectiveness, Volume 8, 2016 - Issue 3.

Article published in Comparative Education Review. Published abstract: Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited.

Article published in Writing Systems Research. Published Abstract: Reading research suggests that script type and writing systems have a relationship with children’s ability to recognise letters, syllables and words.