Stand-alone reading intervention courses, or reading classes, are designed to facilitate the literacy development of adolescents who have been deemed "struggling" readers. However, the existence of such courses does not mean that these goals are realized. Decades of qualitative research on youth perspectives and experiences have…

Pedagogical reforms, specifically, the Thematic Curriculum and the Local Language Policy, have failed to improve literacy in Uganda despite a concerted effort from the Government of Uganda and its international development partners. This paper distills the major literacy programs used to scale up the reforms nationwide and summarizes what they did…

This exploratory investigation examined the transformation of a traditional summer reading intervention (SRI) to synchronous virtual format in response to school closures due to COVID-19. Goals were to adapt and describe the adaptation of the in-person intervention to the virtual environment, examine program outcomes, and understand tutor and…