Improving Early Grade Reading Outcomes:<i>Aprender a Ler</i>in Mozambique

Burchfield, Shirley; Hua, Haiyan; Noyes, David A.; Waal, Willem van de

doi:10.1002/cad.20189

Cited by 4 publications

(2 citation statements)

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“…Similarly, Ajoke (2017) argued that children's academic outcomes improve when instructional materials are appropriately utilised. Several studies in sub‐Saharan Africa have shown the importance of materials provision for literacy development (Piper et al, 2014; Omuna et al, 2016; Burchfield et al, 2017; Piper et al, 2018).…”

Section: Background and Contextmentioning

confidence: 99%

An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity

et al. 2021

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High quality teaching and learning materials (TLM) are essential for early literacy learning. The purpose of this study was to determine if the TLM used in schools in Kano State, Nigeria, were culturally appropriate, gender balanced and relevant to the Nigeria Universal Basic Education Curriculum, with particular emphasis on primary reading. Using a researcher‐adapted rubric, lesson plans, textbooks and reading books from 10 private and public schools located in urban and rural areas in Kano were evaluated. The TLM were rated as moderately relevant to the Primary 3 English studies curriculum, which focuses on literacy development. However, the materials were generally not culturally responsive to this region and displayed only emergent gender balance. We conclude with recommendations for policy and practice, including the greater involvement of stakeholders from this region in materials development to support early literacy teaching and learning.

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Section: Background and Contextmentioning

confidence: 99%

An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity

et al. 2021

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“…Similarly, in a more recent Early Grade Reading Assessment (EGRA), the majority of grade 2 and 3 students assessed in 180 randomly selected primary schools lacked foundational literacy skills; students struggled with letter recognition, word reading, reading fluency and comprehension (Raupp et al, ). Poor reading outcomes have been explained by several factors – insufficient instructional hours for literacy classes, poor student and teacher attendance, weak instructional support for bilingual education and limited materials, especially in local languages (Burchfield et al, ; Chimbutane and Benson, ). Arguably, outdated teacher instruction and scarcity of training opportunities were the greatest constraints (MMoE, ; Raupp et al, ).…”

Section: Background and Contextmentioning

confidence: 99%

Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique

2020

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Improving literacy outcomes in sub‐Saharan Africa is a central focus of national governments, donors and non‐governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge – content knowledge, pedagogical knowledge and pedagogical content knowledge – to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings.

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How effective are early grade reading interventions? A review of the evidence

Graham

Kelly

2019

Educational Research Review

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Improving Early Grade Reading Outcomes:Aprender a Lerin Mozambique

Cited by 4 publications

References 1 publication

An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity

An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity

Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique

How effective are early grade reading interventions? A review of the evidence

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