Lifewide Learning for Early Reading Development

Dowd, Amy Jo; Friedlander, Elliott; Jonason, Christine; Leer, Jane; Sorensen, Lisa Zook; Guajardo, Jarrett; D'Sa, Nikhit; Pava, Clara; Pisani, Lauren

doi:10.1002/cad.20193

Cited by 28 publications

(20 citation statements)

References 8 publications

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“…In many of these interventions, a pedagogical programme is conducted outside of the home, with the home‐based component targeting home tutoring, supply of materials, or parent–teacher meetings (e.g. Costa Rica: Rolla San Francisco et al ., ; India: Lakshminarayana et al ., ; Liberia: Davidson & Hobbs, ; multiple countries: Dowd & Pisani, ; Dowd et al ., ). In studies that target the HLLE through supply or skills training (e.g.…”

Section: Hlle: Evidence From High‐income Countriesmentioning

confidence: 97%

Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries

Nag

Vagh

Dulay

et al. 2018

Review of Education

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The general consensus in the field is that when the home language is different from the language of instruction in school then children's literacy attainments could slow down. In this 26‐year review of the literature on children's literacy attainments in low‐ to middle‐income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better literacy learning. We also examine other attributes in the home language and literacy environment (HLLE). Among the multivariate studies, trends differ across countries, age and grade levels, and child measures. Rather than a universal home language advantage, the evidence shows that home language advantage is context‐sensitive. The correlational and ethnographic evidence point to a multiple risk factors model of home and school language disconnection; and the ethnographic and intervention studies provide complementary evidence of both feelings of unease, disempowerment and wish to help among family members, and increased confidence following guided support. Possible underlying mechanisms are examined through parallel synthesis of evidence from multiple research methods on three HLLE dimensions—books‐at‐home, home tutoring and adult literacy practices. The data partially corroborate findings from high‐income countries (e.g. home environments impact literacy development, responsive parenting is present across families) but also bring focus on context‐specific realities. Neither low‐income nor low‐print environments are uniform constraints because communities differ and some homes use available resources more efficiently than others.

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Section: Hlle: Evidence From High‐income Countriesmentioning

confidence: 97%

Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries

Nag

Vagh

Dulay

et al. 2018

Review of Education

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“…Literacy instructional approaches and interventions that focus solely on classrooms miss opportunities to improve children’s skills. A “life-wide” approach that considers the multiple ecological contexts in which children are embedded may better leverage the supports that children have at home and in their communities (Dowd et al, 2017; Dowd, Pisani, Dusabe, & Howell, 2018). For example, children may have more one-on-one reading time with a parent, grandparent, or sibling than with a teacher.…”

Section: Introductionmentioning

confidence: 99%

Relationships Among Home Literacy Behaviors, Materials, Socioeconomic Status, and Early Literacy Outcomes Across 14 Low- and Middle-Income Countries

Zuilkowski

McCoy²,

Jonason

et al. 2019

Journal of Cross-Cultural Psychology

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Most research on reading acquisition is conducted in high-income countries, and the majority of the limited research from middle- and low-income countries focuses exclusively on school settings. We therefore know little about how home literacy environments (HLEs) relate to early reading skill acquisition in low-resource settings. This study uses baseline data from 18 Save the Children (SC) project sites across 14 countries in Central America, Asia, and Africa to address several questions. First, we examine the structure of HLE in the data set, with a particular focus on its relationship to socioeconomic status (SES). Second, we extend our measurement model to examine the relationship between HLE and early literacy skills across the sample of more than 14,000 first- and second-grade boys and girls (mean age: 8.4 years) from diverse socioeconomic backgrounds. We conclude that SES, home reading behaviors, and home reading materials are separate, though related constructs, and that materials in the home are a moderately strong predictor of early reading in these contexts. Our findings indicate that studies investigating literacy environments in low- and middle-income countries (LMICs) should clearly and distinctly conceptualize SES, literacy behaviors, and literacy materials. In addition, the robustness of the relationships between the presence of reading materials in the home and children’s early literacy skills suggests that increasing access to these materials may enhance skill development in low-resource contexts.

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“…A small body of research indicates that even in LDCs, where both books in the home and readers to read those books may be rare, the literacy ecology of the home significantly correlates with children’s reading achievement (Chansa-Kabali, Serpell, & Lyytinen, 2014; Dowd, Wiener, & Mabeti, 2010; Friedlander, 2013, 2015; Wagner, 2018). However, only one intervention involving systematic efforts to improve the quality of learning experiences throughout a child’s day and year (Dowd et al, 2017) has been evaluated in LDC contexts.…”

Section: Factors Influencing Reading Developmentmentioning

confidence: 99%

“…Its innovation is found in its active engagement of family and community members in supporting children’s literacy development, something commonly ignored by other education interventions in LDCs (Kim et al, 2016). To implement Literacy Boost, country staff select and adapt a variety of activities and techniques from the Literacy Boost toolkit (Dowd et al, 2017)…”

Section: The Literacy Boost Programmentioning

confidence: 99%

“…As no standardized, validated reading assessments existed in Kinyarwanda, the research team led the creation of the reading assessment tools in 2013. The assessment resembled those used by Save the Children (Dowd et al, 2017) and the widely administered Early Grades Reading Assessment (Gove & Cvelich, 2011). Rwanda Education Board and MINEDUC representatives participated in the instrument creation to ensure that it aligned with the then current expectations regarding reading abilities for students in early-primary levels.…”

Section: Study Design and Datamentioning

confidence: 99%

See 1 more Smart Citation

Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis

Friedlander

Arshan

Zhou

et al. 2018

American Educational Research Journal

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This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) approaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL treatments with a business-as-usual control condition and with each other. Schools in both treatment groups received reading materials and teacher training. LWL villages also received support to enrich home and community literacy ecologies. Student reading assessments, administered across 21 sectors (analogous to U.S. school districts), showed that both treatments positively impacted learning. LWL produced a greater impact, particularly in oral comprehension, reading fluency, and reading comprehension. However, nearly one third of the students lacked basic skills at endline, indicating that further efforts are needed to address the learning crisis in the least-developed countries.

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Lifewide Learning for Early Reading Development

Cited by 28 publications

References 8 publications

Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries

Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries

Relationships Among Home Literacy Behaviors, Materials, Socioeconomic Status, and Early Literacy Outcomes Across 14 Low- and Middle-Income Countries

Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis

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