Children's Reading in Low‐Income Countries

Abstract

Children around the world, especially in low‐income countries, lack equal opportunities to develop the early skills on which school‐based learning takes place. Indeed, global data show that there are hundreds of millions of children with very low reading scores, even after many of them have gone to school for two or more years. Current research has accelerated in the area of early grade reading, as well as in language of instruction. Multiple studies and interventions have suggested innovative directions to support children's reading among the most marginalized groups. The 2030 United Nations Sustainable Development Goals, along with other global initiatives, are poised to make a major positive difference for such children in the coming years. A renewed focus on early reading worldwide and among the poor is part of what has been called the “learning as development” agenda.

Providing Reading Competence Feedback to the National School System of Trinidad and Tobago

“…Many such countries do not have the capability to provide a large enough pool of personnel who are grounded in literacy expertise. Wagner (2017) noted that it is one thing to set agendas, as UNESCO did in Dakar, but quite another to meet goals. He contended that there is a need to articulate just what it means to say that children can read.…”

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

“…Reading is a foundation stone of learning and fundamental educational goal across the world (Wagner, 2017). Many children at early primary grades have problems in acquiring adequate reading skills.…”

Incidence of Socioeconomic, Family and School Variables in Low Literacy Levels

“…Por último, los datos obtenidos respecto de la distancia barrio-escuela sugieren que las familias de los niños que han alcanzado mayores niveles de escritura llevan a sus hijos a escuelas más alejadas de los barrios en los cuales residen. Es decir, las familias de los niños del grupo de comparación tienden a circular más por el sistema en busca de mejores oportunidades educativas (Grinberg, 2016;Grinberg y Langer, 2014;Snow et al, 1998;Wagner, 2017).…”

“…En esta línea, se señala que las escuelas emplazadas en los barrios más vulnerados no siempre disponen de recursos para garantizar continuas experiencias educativas de calidad que promuevan el acceso de los niños a un considerado nivel lector (Nussbaum, 2012;Wagner, 2017).…”