Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries
In low-income countries many students are marginalized very early and remain illiterate. In grades 1-3 they attend rarely, though they may officially drop out in grade 4. Many others graduate from primary school without having learned letter values...
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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/2013/05/18042078/literacy-all-100-days-research-based-strategy-fast-progress-low-income-countries http://hdl.handle.net/10986/16248 |
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okr-10986-162482021-04-23T14:03:28Z Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries Abadzi, Helen ABILITY LEVELS ACADEMIC KNOWLEDGE ACHIEVEMENT ADDITION BASIC LITERACY BASIC READING BASIC SKILLS BETTER EDUCATED TEACHERS BLACKBOARDS BROADCASTING CALL CLASS TIME CLASSROOM CLASSROOM ACTIVITIES CLASSROOMS COLLEGES COMPLEXITY COMPREHENSION CURRICULA CURRICULUM DIALECTS DIRECT INSTRUCTION DRAWING DRILLS EARLY GRADES EDUCATED PEOPLE EDUCATION LEVELS EDUCATION MINISTRIES EDUCATORS EFFECTIVE TEACHING EMPLOYMENT EXPENDITURES FUTURE RESEARCH GRAMMAR HIGHER GRADES HOMEWORK HOURS OF INSTRUCTION ILLITERACY INSTRUCTION INSTRUCTIONAL TIME INTERVENTIONS KINDERGARTEN LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGE KNOWLEDGE LANGUAGE OF INSTRUCTION LANGUAGES LEARNERS LEARNING LEARNING CURVES LEARNING TIME LECTURES LISTENING LITERACY LITERACY INSTRUCTION LITERACY LEVELS LOW-INCOME STUDENTS MEANING MINISTRY OF EDUCATION OLDER CHILDREN PRIMARY SCHOOL PROFICIENCY READING READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION READING MATERIALS READING METHODS REPETITION SCHOOL PRINCIPALS SCHOOLING SCHOOLS SECOND LANGUAGE SPEAKING SPORTS STUDENT PERFORMANCE STUDENT PROGRESS STUDENT TEACHERS SUBJECT AREAS SYLLABI TEACHER TEACHER TRAINING TEACHERS TEACHING TEXTBOOK DESIGN TEXTBOOK PROCUREMENT TEXTBOOKS TRAINEES TRAINING COLLEGES TRAINING NEEDS UNTRAINED TEACHERS VOCABULARY WHOLE LANGUAGE APPROACH In low-income countries many students are marginalized very early and remain illiterate. In grades 1-3 they attend rarely, though they may officially drop out in grade 4. Many others graduate from primary school without having learned letter values. The worrisome outcomes, despite much donor investment in low-income countries, have prompted scrutiny of the methods, and textbooks used to make students literate. This document offers insights from cognitive neuroscience and evidence suggesting that students can be taught basic literacy within the first semester of grade 1, if taught in consistently spelled languages. Teaching students at risk of dropout to read as early as possible enhances equity. However, the reading methods used in many countries are complex and hard for teachers to execute. They pertain to high-income countries and to certain western European languages. English but also French, Portuguese, and Dutch have complex spelling systems. English in particular requires three years of learning time. (French requires about two). Reading instruction for English is expensive and complex. Lists of whole words must be learned, vocabulary and early training in predictions are needed in order to make sense of words that cannot be sounded out. Learning must be started at kindergarten, parents must help at home, and many weaker students require remedial instruction. Since English is an official language in many countries, the travails of learning to read in this language have been considered the normal fate of reading. Overall, reading methods must be resilient to the vicissitudes of implementation. Many activities work well in higher-income countries or small pilots, but at scale-up they sink. Governments and donors should train up to existing capacity, rather than try to raise capacity to the requirements of complex methods. 2013-11-13T21:26:40Z 2013-11-13T21:26:40Z 2013-05-30 http://documents.worldbank.org/curated/en/2013/05/18042078/literacy-all-100-days-research-based-strategy-fast-progress-low-income-countries http://hdl.handle.net/10986/16248 English en_US Global Partnership for Education (GPE) working paper on series;no. 7 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 ACADEMIC KNOWLEDGE ACHIEVEMENT ADDITION BASIC LITERACY BASIC READING BASIC SKILLS BETTER EDUCATED TEACHERS BLACKBOARDS BROADCASTING CALL CLASS TIME CLASSROOM CLASSROOM ACTIVITIES CLASSROOMS COLLEGES COMPLEXITY COMPREHENSION CURRICULA CURRICULUM DIALECTS DIRECT INSTRUCTION DRAWING DRILLS EARLY GRADES EDUCATED PEOPLE EDUCATION LEVELS EDUCATION MINISTRIES EDUCATORS EFFECTIVE TEACHING EMPLOYMENT EXPENDITURES FUTURE RESEARCH GRAMMAR HIGHER GRADES HOMEWORK HOURS OF INSTRUCTION ILLITERACY INSTRUCTION INSTRUCTIONAL TIME INTERVENTIONS KINDERGARTEN LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGE KNOWLEDGE LANGUAGE OF INSTRUCTION LANGUAGES LEARNERS LEARNING LEARNING CURVES LEARNING TIME LECTURES LISTENING LITERACY LITERACY INSTRUCTION LITERACY LEVELS LOW-INCOME STUDENTS MEANING MINISTRY OF EDUCATION OLDER CHILDREN PRIMARY SCHOOL PROFICIENCY READING READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION READING MATERIALS READING METHODS REPETITION SCHOOL PRINCIPALS SCHOOLING SCHOOLS SECOND LANGUAGE SPEAKING SPORTS STUDENT PERFORMANCE STUDENT PROGRESS STUDENT TEACHERS SUBJECT AREAS SYLLABI TEACHER TEACHER TRAINING TEACHERS TEACHING TEXTBOOK DESIGN TEXTBOOK PROCUREMENT TEXTBOOKS TRAINEES TRAINING COLLEGES TRAINING NEEDS UNTRAINED TEACHERS VOCABULARY WHOLE LANGUAGE APPROACH |
| spellingShingle |
ABILITY LEVELS ACADEMIC KNOWLEDGE ACHIEVEMENT ADDITION BASIC LITERACY BASIC READING BASIC SKILLS BETTER EDUCATED TEACHERS BLACKBOARDS BROADCASTING CALL CLASS TIME CLASSROOM CLASSROOM ACTIVITIES CLASSROOMS COLLEGES COMPLEXITY COMPREHENSION CURRICULA CURRICULUM DIALECTS DIRECT INSTRUCTION DRAWING DRILLS EARLY GRADES EDUCATED PEOPLE EDUCATION LEVELS EDUCATION MINISTRIES EDUCATORS EFFECTIVE TEACHING EMPLOYMENT EXPENDITURES FUTURE RESEARCH GRAMMAR HIGHER GRADES HOMEWORK HOURS OF INSTRUCTION ILLITERACY INSTRUCTION INSTRUCTIONAL TIME INTERVENTIONS KINDERGARTEN LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGE KNOWLEDGE LANGUAGE OF INSTRUCTION LANGUAGES LEARNERS LEARNING LEARNING CURVES LEARNING TIME LECTURES LISTENING LITERACY LITERACY INSTRUCTION LITERACY LEVELS LOW-INCOME STUDENTS MEANING MINISTRY OF EDUCATION OLDER CHILDREN PRIMARY SCHOOL PROFICIENCY READING READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION READING MATERIALS READING METHODS REPETITION SCHOOL PRINCIPALS SCHOOLING SCHOOLS SECOND LANGUAGE SPEAKING SPORTS STUDENT PERFORMANCE STUDENT PROGRESS STUDENT TEACHERS SUBJECT AREAS SYLLABI TEACHER TEACHER TRAINING TEACHERS TEACHING TEXTBOOK DESIGN TEXTBOOK PROCUREMENT TEXTBOOKS TRAINEES TRAINING COLLEGES TRAINING NEEDS UNTRAINED TEACHERS VOCABULARY WHOLE LANGUAGE APPROACH Abadzi, Helen Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries |
| relation |
Global Partnership for Education (GPE)
working paper on series;no. 7 |
| description |
In low-income countries many students
are marginalized very early and remain illiterate. In grades
1-3 they attend rarely, though they may officially drop out
in grade 4. Many others graduate from primary school without
having learned letter values. The worrisome outcomes,
despite much donor investment in low-income countries, have
prompted scrutiny of the methods, and textbooks used to make
students literate. This document offers insights from
cognitive neuroscience and evidence suggesting that students
can be taught basic literacy within the first semester of
grade 1, if taught in consistently spelled languages.
Teaching students at risk of dropout to read as early as
possible enhances equity. However, the reading methods used
in many countries are complex and hard for teachers to
execute. They pertain to high-income countries and to
certain western European languages. English but also French,
Portuguese, and Dutch have complex spelling systems. English
in particular requires three years of learning time. (French
requires about two). Reading instruction for English is
expensive and complex. Lists of whole words must be learned,
vocabulary and early training in predictions are needed in
order to make sense of words that cannot be sounded out.
Learning must be started at kindergarten, parents must help
at home, and many weaker students require remedial
instruction. Since English is an official language in many
countries, the travails of learning to read in this language
have been considered the normal fate of reading. Overall,
reading methods must be resilient to the vicissitudes of
implementation. Many activities work well in higher-income
countries or small pilots, but at scale-up they sink.
Governments and donors should train up to existing capacity,
rather than try to raise capacity to the requirements of
complex methods. |
| format |
Publications & Research :: Working Paper |
| author |
Abadzi, Helen |
| author_facet |
Abadzi, Helen |
| author_sort |
Abadzi, Helen |
| title |
Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries |
| title_short |
Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries |
| title_full |
Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries |
| title_fullStr |
Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries |
| title_full_unstemmed |
Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries |
| title_sort |
literacy for all in 100 days? a research-based strategy for fast progress in low-income countries |
| publisher |
World Bank, Washington, DC |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2013/05/18042078/literacy-all-100-days-research-based-strategy-fast-progress-low-income-countries http://hdl.handle.net/10986/16248 |
| _version_ |
1764432713423519744 |