The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

Chapter 7 of Edited Volume: Pouezevara, S. R. (Ed.) (2018). Cultivating dynamic educators: Case studies in teacher behavior change in Africa and Asia. (RTI Press Publication No. BK-0022-1809). Research Triangle Park, NC: RTI Press. DOI: 10.3768/rtipress.2018.bk.0022.1809 This case study explores the methods and implementation considerations of peer-learning approaches to changing teaching practice in the Indonesian context, where cluster-based training is deeply embedded in the education system. These clusters were leveraged by USAID/PRIORITAS to disseminate professional development through a structured lesson-study approach. To understand more about how teachers were learning to improve their practice through peer mentoring, data were collected through interviews and school visits in August 2016. The main purpose of the case study was to understand the scope and implementation considerations of school-based and peer-to-peer approaches to teacher behavior change, with particular focus on improving reading instruction. We particularly have tried to uncover the implementation factors that influenced the possibility of success of peer mentoring in Indonesia under USAID/PRIORITAS, including issues of intrinsic and extrinsic motivation, readiness for self-directed learning, and the relative importance of the foundation laid by the preexisting school- cluster structure described in the Methodology section.

Presentation by Kristen Layton, Director, Strategy, Innovation and Learning Unit, Perkins International. Delivered at the RTI Panel Discussion "Vision and Hearing Screening in LMICs: Challenges and Opportunities" held Wed, September 26, 2018 in Washington, D.C. For related resources, see also the topic "Assessments" using the "by Topic" link in the menu above.