SUB-TOPIC
Early Literacy Development
Briefs | 8 August 2024
USAID is Making Durable Contributions to Improved Education in Tajikistan
Community-based methodological support, more accessible information on teacher professional development, and an app that builds students’ reading skills are helping improve learning outcomes in Tajikistan.
Briefs | 28 June 2024
RELIT Infos : Newsletter 2024.1
A newsletter produced for the RELIT project in 2024
Reports | 7 June 2024
Survey of Children's Book Purchasing Habits in Senegal: Findings Report
Étude sur les habitudes de consommation de livres pour enfants au Sénégal : Rapport des résultats. The Survey on Children's Books Consumer Habits in Senegal seeks to provide detailed information on the behaviors and preferences of potential consumers of these books.
Presentations | 2 April 2024
Longitudinal Study of Literacy and Language Acquisition in the Philippines [CIES 2024 Presentation]
The research on first language learning is the premise for the Philippines Mother-Tongue-based Multi-Lingual Education (MTB-MLE) Policy which requires schools to deliver the Kindergarten to Grade 3 curriculum in the mother tongue (home language) of the school’s community (Corder, 1983; Walter &
In the News and Impact Stories | 20 March 2024
UEEP Success Story #6: Early Grade Teacher Co-Authors New Uzbek Language Arts Textbooks (UEEP)
This success story highlight the experience of one Uzbek Language Arts teacher in supporting the development of new reading materials for grades 1-4 learners.
Presentations | 19 March 2024
Public libraries are centers for the development of literate modern citizens[ CIES 2024 Presentation]
The USDA-funded “McGovern-Dole International Food for Education and Child Nutrition Program (FFE)” implemented by Mercy Corps (MC) in partnership with Research Triangle Institute (RTI) and the Borlaug Institute (BI) is a five-year project that is aimed at improving the literacy of school-age childre
Briefs | 15 March 2024
The Role of Mother Tongue Language Complexity in Determining L2 and L3 Reading Outcomes in the Philippines (USAID ACR Asia)
This study uses national Grade (G) 3 Early Grade Reading Assessment (EGRA) data from 2013, when G3 students learned to read in Filipino and English rather than a mother tongue, and comparable data from 2019, when G3 students would have, according to policy, first learned to read in their mother tong
Presentations | 13 March 2024
Tusome pilot remedial reading program [CIES 2024 Presentation]
This presentation was delivered during CIES 2024 conference. It describes a pilot remedial reading program that was conducted as part of the Tusome program. The program was focused on improving the foundational English literacy skills of struggling grade 3 learners.
Reports | 12 February 2024
Uzbekistan Status of Instruction Study Round 1
The Status of Instruction Study (SIS) aims to shed light on teachers’ knowledge, attitudes
and beliefs, and skills and behaviors; the resources available at the school level and for the
targeted subjects; and how these resources are used.
Reports | 12 February 2024
Uzbekistan ICT and EFL Teacher Guide Uptake Study Phase II Report
This study is Phase II of a two-part Teacher’s Guide Uptake Study (TGUS) for ICT and EFL.