Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries
Governments and donors have been working hard to develop efficient learning programs and resolve the learning crisis. Scientific lessons have already been implemented in a few countries. Global Partnership for Education (GPE) gave technical advice...
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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2013/05/18042893/raising-literacy-20-percent-80-percent-science-based-strategy-gpe-partner-countries http://hdl.handle.net/10986/16247 |
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okr-10986-162472021-04-23T14:03:28Z Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries Abadzi, Helen ABILITY LEVELS ADVANCED CLASSES BASIC LITERACY BASIC READING CLASS TIME CLASSROOMS COMPLEXITY COMPREHENSION CURRICULA CURRICULUM EARLY LEARNING EARLY READING EDUCATED TEACHERS EDUCATION FOR ALL EDUCATIONAL PSYCHOLOGY EDUCATIONAL RESEARCH FUTURE RESEARCH HIGHER GRADES HOMEWORK ILLITERACY ILLITERATES INSTRUCTION INSTRUCTIONAL TIME INTERVENTIONS KINDERGARTEN LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGE OF INSTRUCTION LANGUAGES LEARNING LEARNING CURVES LEARNING DISABILITIES LEARNING PROGRAMS LEARNING TIME LEVELS OF EDUCATION LISTENING LITERACY LITERACY INSTRUCTION LITERACY PROGRAM LITERACY SKILLS LITERATURE MEANING MOTHER TONGUE MOTHER-TONGUE POOR READERS PRINCIPALS READERS READING READING ACHIEVEMENT READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION REDUNDANCY SCHOOL YEAR SCHOOLS TEACHER TEACHER TRAINING TEACHERS TEACHING TEXTBOOK TEXTBOOK DELIVERY TEXTBOOKS TRAINING NEEDS UNTRAINED TEACHERS VOCABULARY WRITING SYSTEMS Governments and donors have been working hard to develop efficient learning programs and resolve the learning crisis. Scientific lessons have already been implemented in a few countries. Global Partnership for Education (GPE) gave technical advice to Cambodia and the Gambia on reading (also on math); the reading pilots resulted in very satisfactory outcomes and expressions of appreciation by governments. Not surprisingly, other GPE partner countries have directly requested technical advice. With sharp messages and close coordination, the current mountain of problems can be reduced to a molehill in five years. Basic reading can be taught efficiently and quickly, by the middle of grade one. If such an outcome seems unbelievable, it is only because reading is taught through models tailor-made for certain western European languages. Students are to learn basic reading in local languages within the first 100 days of grade one. At the same time, they will learn the official language orally. In grade two they will receive a bridging course to transition eventually to the formal language. The many older illiterate students are to be remediated through the same 100-day program ('literate school in 100 days') and similarly receive a bridging course to the official language. One issue that is often voiced by government officials is that language of instruction for early grade reading is desirable, but students should exit early and not spend years studying in a local language. Given the need for basic literacy, it is certainly possible to follow the policy option that government's desire. In higher-income countries, students get exposed to print before school, so they progress fast in automaticity and text interpretation. Commensurately, the poor are expected to progress quickly into meaning and content. The early learning failure in low income countries is due to missing 'low level' building-block skills. 2013-11-13T21:22:52Z 2013-11-13T21:22:52Z 2013-05-30 http://documents.worldbank.org/curated/en/2013/05/18042893/raising-literacy-20-percent-80-percent-science-based-strategy-gpe-partner-countries http://hdl.handle.net/10986/16247 English en_US Global Partnership for Education (GPE) working paper series on learning;no. 8 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Working Paper Publications & Research |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ABILITY LEVELS ADVANCED CLASSES BASIC LITERACY BASIC READING CLASS TIME CLASSROOMS COMPLEXITY COMPREHENSION CURRICULA CURRICULUM EARLY LEARNING EARLY READING EDUCATED TEACHERS EDUCATION FOR ALL EDUCATIONAL PSYCHOLOGY EDUCATIONAL RESEARCH FUTURE RESEARCH HIGHER GRADES HOMEWORK ILLITERACY ILLITERATES INSTRUCTION INSTRUCTIONAL TIME INTERVENTIONS KINDERGARTEN LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGE OF INSTRUCTION LANGUAGES LEARNING LEARNING CURVES LEARNING DISABILITIES LEARNING PROGRAMS LEARNING TIME LEVELS OF EDUCATION LISTENING LITERACY LITERACY INSTRUCTION LITERACY PROGRAM LITERACY SKILLS LITERATURE MEANING MOTHER TONGUE MOTHER-TONGUE POOR READERS PRINCIPALS READERS READING READING ACHIEVEMENT READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION REDUNDANCY SCHOOL YEAR SCHOOLS TEACHER TEACHER TRAINING TEACHERS TEACHING TEXTBOOK TEXTBOOK DELIVERY TEXTBOOKS TRAINING NEEDS UNTRAINED TEACHERS VOCABULARY WRITING SYSTEMS |
| spellingShingle |
ABILITY LEVELS ADVANCED CLASSES BASIC LITERACY BASIC READING CLASS TIME CLASSROOMS COMPLEXITY COMPREHENSION CURRICULA CURRICULUM EARLY LEARNING EARLY READING EDUCATED TEACHERS EDUCATION FOR ALL EDUCATIONAL PSYCHOLOGY EDUCATIONAL RESEARCH FUTURE RESEARCH HIGHER GRADES HOMEWORK ILLITERACY ILLITERATES INSTRUCTION INSTRUCTIONAL TIME INTERVENTIONS KINDERGARTEN LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGE OF INSTRUCTION LANGUAGES LEARNING LEARNING CURVES LEARNING DISABILITIES LEARNING PROGRAMS LEARNING TIME LEVELS OF EDUCATION LISTENING LITERACY LITERACY INSTRUCTION LITERACY PROGRAM LITERACY SKILLS LITERATURE MEANING MOTHER TONGUE MOTHER-TONGUE POOR READERS PRINCIPALS READERS READING READING ACHIEVEMENT READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION REDUNDANCY SCHOOL YEAR SCHOOLS TEACHER TEACHER TRAINING TEACHERS TEACHING TEXTBOOK TEXTBOOK DELIVERY TEXTBOOKS TRAINING NEEDS UNTRAINED TEACHERS VOCABULARY WRITING SYSTEMS Abadzi, Helen Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries |
| relation |
Global Partnership for Education (GPE)
working paper series on learning;no. 8 |
| description |
Governments and donors have been working
hard to develop efficient learning programs and resolve the
learning crisis. Scientific lessons have already been
implemented in a few countries. Global Partnership for
Education (GPE) gave technical advice to Cambodia and the
Gambia on reading (also on math); the reading pilots
resulted in very satisfactory outcomes and expressions of
appreciation by governments. Not surprisingly, other GPE
partner countries have directly requested technical advice.
With sharp messages and close coordination, the current
mountain of problems can be reduced to a molehill in five
years. Basic reading can be taught efficiently and quickly,
by the middle of grade one. If such an outcome seems
unbelievable, it is only because reading is taught through
models tailor-made for certain western European languages.
Students are to learn basic reading in local languages
within the first 100 days of grade one. At the same time,
they will learn the official language orally. In grade two
they will receive a bridging course to transition eventually
to the formal language. The many older illiterate students
are to be remediated through the same 100-day program
('literate school in 100 days') and similarly
receive a bridging course to the official language. One
issue that is often voiced by government officials is that
language of instruction for early grade reading is
desirable, but students should exit early and not spend
years studying in a local language. Given the need for basic
literacy, it is certainly possible to follow the policy
option that government's desire. In higher-income
countries, students get exposed to print before school, so
they progress fast in automaticity and text interpretation.
Commensurately, the poor are expected to progress quickly
into meaning and content. The early learning failure in low
income countries is due to missing 'low level'
building-block skills. |
| format |
Publications & Research :: Working Paper |
| author |
Abadzi, Helen |
| author_facet |
Abadzi, Helen |
| author_sort |
Abadzi, Helen |
| title |
Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries |
| title_short |
Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries |
| title_full |
Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries |
| title_fullStr |
Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries |
| title_full_unstemmed |
Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries |
| title_sort |
raising literacy from 20 percent to 80 percent? a science-based strategy for gpe partner countries |
| publisher |
World Bank, Washington, DC |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2013/05/18042893/raising-literacy-20-percent-80-percent-science-based-strategy-gpe-partner-countries http://hdl.handle.net/10986/16247 |
| _version_ |
1764432710036619264 |