NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Improving Reading Instruction and Students' Reading Skills in the Early Grades: Evidence from a Randomized Evaluation in Haiti
Peer reviewed Peer reviewed
Direct linkDirect link
Guzmán, Juan Carlos; Schuenke-Lucien, Kate; D'Agostino, Anthony J.; Berends, Mark; Elliot, Andrew J. – Reading Research Quarterly, 2021
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.…
Descriptors: Reading Instruction, Instructional Improvement, Reading Improvement, Emergent Literacy
The Role of Vocabulary and Decoding Language Skills in Reading Comprehension: A Cross-Linguistic Perspective
Peer reviewed Peer reviewed
Direct linkDirect link
Wawire, Brenda Aromu; Zuilkowski, Stephanie Simmons – International Multilingual Research Journal, 2021
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…
Descriptors: Vocabulary Development, Decoding (Reading), Language Skills, Reading Comprehension
Child-Friendly School Initiative in Jordan: A Sharing Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Weshah, Hani A.; Al-Faori, Oraib; Sakal, Reham M. – College Student Journal, 2012
The purpose of this research was to report on a Child-Friendly School (CFS) initiative pilot project in Jordan, which aims at initiating the creation of CFS and to raise stakeholders' awareness of the importance of this project in promoting and implementing Child Rights Conviction (CRC) in Jordan. The study was conducted by a joint team selected…
Descriptors: Stakeholders, Pilot Projects, Teaching Methods, Foreign Countries
Home and Instruction Effects on Emergent Literacy in a Sample of Chilean Kindergarten Children
Peer reviewed Peer reviewed
Direct linkDirect link
Strasser, Katherine; Lissi, Maria Rosa – Scientific Studies of Reading, 2009
The study examines the home literacy experiences, emergent literacy skills, and instructional experiences of a sample of Chilean kindergarten children (n = 126) and kindergarten families (n = 188) nested in 12 kindergarten classrooms from different socioeconomic status groups and types of schools. Descriptive information is given showing the level…
Descriptors: Developed Nations, Kindergarten, Emergent Literacy, Grade 1
Can Tracking Improve Learning?
Peer reviewed Peer reviewed
Direct linkDirect link
Esther Duflo; Pascaline Dupas; Michael Kremer – Education Next, 2009
Tracking students into different classrooms according to their prior academic performance is controversial among both scholars and policymakers. If teachers find it easier to teach a homogeneous group of students, tracking could enhance school effectiveness and raise test scores of both low- and high-ability students. If students benefit from…
Descriptors: High Achievement, Academic Achievement, School Effectiveness, Foreign Countries
Late Entrants Leave School Earlier: Evidence from Mozambique
Peer reviewed Peer reviewed
Direct linkDirect link
Wils, Annababette – International Review of Education, 2004
Late school entry prevails in many developing countries, and a brief international comparison suggests it has a general negative impact on school retention rates. Yet this widespread phenomenon has received little attention. This essay investigates late school entry in one of the larger countries in sub-Saharan Africa, Mozambique, for which data…
Descriptors: Foreign Countries, Admission (School), School Holding Power, Dropout Rate