Great Expectations: A Framework for Assessing and Understanding Key Factors Affecting Student Learning of Foundational Reading Skills

Abstract

This article addresses the evolution of the underlying theories of change in global education reform efforts between 1990 and 2015, informed by the shift in focus from access to quality and learning. We review recent data regarding how different types of donor interventions (i.e., structural or pedagogical) have contributed to improved reading outcomes and compare effect sizes over a series of intervention studies conducted from 2003 to 2015. Against this background, we present a framework for understanding how the intensity, frequency, and fidelity of the interventions as well as the enabling environments of reform affect the magnitude and rates at which reading and learning outcomes can be expected to improve. In this, we present the context for the articles that follow, identifying the program design characteristics and types of interventions that increase the likelihood of successful expansion of the interventions commonly referred to as "scaling-up," the ability to sustain interventions, and the value (cost effectiveness) of reading programs in low- and middle-income countries.

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program

“…When considering why the impact of Tusome on learning outcomes over 1 year was somewhat larger than the gains experienced in the much smaller (but still substantial) pilot programs that preceded it , we note that the gains are both counterintuitive and outliers considering the literature on the typical impacts achieved when a reform moves from pilot to scale (e.g., Moore et al 2017). We posit that the relatively successful implementation of the first two areas of the core functions model allowed the program to focus on particular aspects of institutional capacity relating to these areas.…”

Fidelity First in Middle School Reading Programs

“…The entire time used to teach the reading curriculum focuses on teaching reading skills by using various reading strategies. Moore et al (2017) indicated that frequency, intensity, and fidelity influence the overall expected outcome of a reading program. These elements mentioned lead to a focused and targeted curriculum for struggling school-aged students.…”

“…Closing the reading gap among students with below-basic comprehension skills in schools throughout the United States is a challenge not only for schools and districts, but also for political and economic entities (Moore, Gove, & Tietjen, 2017). Schools face the challenge of educating students with an array of learning difficulties, socioeconomic backgrounds, and learning abilities.…”

“…Schools face the challenge of educating students with an array of learning difficulties, socioeconomic backgrounds, and learning abilities. The cost of improving one student's reading ability through academic intervention is $25,000 per year (Moore et al, 2017). Budgetary issues arise every school year and lead schools to abandon the reading program.…”

“…Educational leaders must be strategically committed to implementing an effective reading program. Moore et al (2017) stated, "The current educational system is no accident, and political powers need to be controlled by all educational stakeholders" (p. 14). Despite problems that educators face, it is paramount that stakeholders work together to increase student achievement.…”