In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low-income and fragile contexts. Read to Learn, an early-grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students' reading skills.…

Background/Context: Despite increasing school enrollment, significant literacy gaps persist in developing countries, with many children unable to read by age 10. This paper evaluates "M'ap Li Net Ale," a comprehensive intervention aimed at improving early-grade reading skills in Haiti, a context characterized by limited government…

The present study explored the role of vocabulary and decoding skills in predicting reading comprehension, utilizing data from 322 first- grade children from four elementary schools in Kenya. The children were administered a comprehensive battery of tests to assess pseudo-word reading skills, oral reading fluency, reading comprehension, and…

In low-income countries, private schools are perceived as superior alternatives to the public sector, often improving achievement at a fraction of the cost. It is unclear whether private schools are as effective in middle-income countries where the public sector has relatively more resources. To address this gap, this paper takes advantage of…