This paper addresses the need for effective curriculum-based measures (CBMs) to assess foundational literacy skills in India. It seeks to answer the questions: What is the reliability and validity of the FABLe app in the Indian context? What is the efficacy of the FABLe app in identifying students who are at-risk for reading difficulties? There…

This study examined within and cross-language relations, and specifically, the role of phonological awareness (PA) skills in reading among young Hindi-speaking children (L1) who were learning to read English (L2) in Delhi, India. Data was collected from 143 children in Grades 1 and 2 using measures validated for this population. The analyses…

This study was part of a larger longitudinal study in which we focused on measuring reading acquisition and observing the impact of SES, curriculum and gender on reading subtest scores. In Part 1 of our study (in review), we reported on findings for students in Grade 1. For Part 2 of our study, we report on our findings for students in Grades 3…

Background: In 2018, it was found that only a quarter of Grade 3 children in India were reading at grade level. A growing demand for English education has further limited children's literacy achievement. Despite a strong evidence base in favour of using systematic phonics for building English literacy skills, many teachers in India continue to use…

This study explores the possibility of adapting specific progress-monitoring tools developed in the US for use in English-medium private schools in Bangalore. In the US, many teachers adopt progress-monitoring tools like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Curriculum Based Measurement (easyCBM) to keep track of their…

The world cannot reach its goal of "Education for All" without showing improvement in developing nations, such as India. Despite the political will and legal protections in India, nearly 50% of children drop out of school before eighth grade (MHRD Annual Report, 2008). Learning assessments in Indian schools indicate that children who do…

The differential patterns of grade progression have direct implications for the calculation of learning profiles. Researchers measure learning in primary school using survey data on reading and math skills of a nationally representative, population-based sample of children in India, Pakistan, Kenya, Tanzania, and Uganda. Research demonstrates that…

The context of this paper is studies worldwide on influence of phonological factors in language development of children. Such studies reveal the significance of Phonological Awareness in development language skills: including, predictive value of phonological short-term memory for reading skills in Grade 1. This paper throws light on factors in…

To determine the attitudes of teachers of students who are visually impaired or blind about the use of contracted or uncontracted Braille for emergent readers, the author posted a questionnaire on three electronic listservs from October through December 2002 and received responses from 40 teachers in India, Canada, the West Indies, and the United…

The goal of this study was to examine the role of Indian bilingual parents' book reading practices on the development of the children's oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from two preschools in Bangalore, India were tested in schools in English on receptive vocabulary,…