Pro-Poor Primr: Improving Early Literacy Skills for Children From Low-Income Families in Kenya

Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy

doi:10.1080/18146627.2015.1036566

Cited by 52 publications

(17 citation statements)

References 25 publications

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“…This figure presents the effect size of the impact of PRIMR on the procedural and conceptual indices compared with the average effect of PRIMR on literacy outcomes in English and Kiswahili (Piper, Jepkemei, and Kibukho 2015). These findings showed that the impact of PRIMR on mathematics was somewhat smaller than its effects on either English or Kiswahili.…”

Section: Resultsmentioning

confidence: 79%

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Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya

Piper¹,

Ralaingita²,

Akach³

et al. 2016

Journal of Development Effectiveness

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To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers' guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR's mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme. ARTICLE HISTORY

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Section: Resultsmentioning

confidence: 79%

“…Previous research had shown that the first-year impact of PRIMR on literacy outcomes did differ by site and grade (Piper, Zuilkowski, and Mugenda 2014) and by poverty levels (Piper, Jepkemei, and Kibukho 2015).…”

Section: Discussionmentioning

confidence: 99%

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya

Piper¹,

Ralaingita²,

Akach³

et al. 2016

Journal of Development Effectiveness

Self Cite

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“…Consistently, Kenya's PRIMR program produced effect sizes between 0.3 and 0.8 SD, with double the proportion of pupils reading at the MoE's English and Kiswahili benchmarks in grades 1 and 2 (Piper et al., ; Piper, King, & Mugenda, ; Piper & Zuilkowski, ). The mathematics outcomes were somewhat smaller in size but were still statistically significant (Piper, Ralaingita, Akach, & King, ).…”

Section: Methodsmentioning

confidence: 96%

“…PRIMR was designed to include a set of clustered randomized controlled trials (RCTs), which all showed statistically significant effects and provided the GoK with evidence regarding the specific elements of PRIMR that were most critical to program success. Similar to EGRA Plus in Liberia, the PRIMR impact evaluations indicated the success of the base program (Piper, Zuilkowski, & Mugenda, ), a particular effect among the poor (Piper, Jepkemei, & Kibukho, ), and statistically significant effects on both numeracy and literacy (Piper, Ralaingita, Akach, & King, ). Another PRIMR study compared information and communication technology (ICT) options, such as student e‐readers and tablets for teachers, and found that the base PRIMR program with modest ICT at the TAC tutor level was most effective (Piper, Zuilkowski, Kwayumba, & Strigel, ).…”

Section: Methodsmentioning

confidence: 99%

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia

Gove

Poole

Piper

2017

New Directions for Child and Adolescent Development

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Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.

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“…The Ngwaru and Oluga (2015, p. 88) study in low-resourced communities in Tanzania noted the extent to which school infrastructure and ecology including buildings, teaching learning materials and teacher characteristics reinforced literacy practices and events at home and school. Similarly, a Kenyan study by Piper et al (2015) found that poverty, literacy skills and weak instructional methods combined to drastically limit the educational opportunities for poor children.…”

Section: Literacy Policy and Practicementioning

confidence: 99%

Literacy teaching in disadvantaged South African schools

Chetty

2019

Literacy

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This article analyses the experiences of teachers of literacy working in underprivileged communities in the Western Cape, South Africa. The purpose is to provide teachers in poorly resourced schools within economically deprived areas an opportunity to voice their experiences of teaching literacy. The article is based on an empirical study using interviews and classroom observation with a sample of 10 teachers. A descriptive account of the observation data was followed by an interpretive analysis. The content analysis of the interview data led to the development of themes and patterns for the discussion. The study reveals the social complexity of literacy education in a post‐apartheid and multilingual society and focuses on teachers in Grade 4 classrooms, which is the grade when learners switch from mother tongue (mainly isiXhosa and Afrikaans) to English as language of instruction. Key factors for literacy underachievement include lack of resources, parental support, lack of teacher knowledge, changes in the curriculum, absence of cognitive activities and the social complexity of poverty. The article recommends that a new model of literacy that challenges inequality and provides strategic and sustained teacher support in disadvantaged schools is crucial in a society emerging from oppression and racism.

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Pro-Poor Primr: Improving Early Literacy Skills for Children From Low-Income Families in Kenya

Cited by 52 publications

References 25 publications

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia

Literacy teaching in disadvantaged South African schools

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