Improving Early Literacy Outcomes

Curriculum, Teaching, and Assessment

Buch | Softcover

320 Seiten

2019
Brill (Verlag)
978-90-04-40233-1 (ISBN)

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Through probing analyses of research, policy, and practice, the book argues that improving the teaching, learning, and assessment of early grade literacy is key not only to expanding quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.

Learning to read and write for meaning and pleasure are arguably the two most important competences that children acquire in primary school. Yet, in 2019 more than one half of children worldwide do not reach this first rung on the literacy ladder. Improving Early Literacy Outcomes aims to address this head-on, by foregrounding the work of more than 40 researchers, most of them living in, and working on, developing countries.

Their contributions illuminate, magnify, and discover anew the importance of improving early reading, through precise alignment of curriculum, teaching, and assessment, and with a special focus on some of the most under-studied countries in the world (e.g., Burkina Faso, Niger, and Senegal).

Through probing analyses of research, policy, and practice, the book highlights the common experiences of high aspirations repeatedly confronting harsh realities. Sixteen interconnected chapters cast an ever-vigilant and deflationary eye on the temptation to take an unrealistic approach to early literacy, and also caution against lumping all languages, contexts, and policy-challenges into a single heap.

This book provides an indispensable guide to policymakers, practitioners, educators, and academics working towards the realisation of the UN Sustainable Development Goals (SDGs). Improving the teaching, learning, and assessment of early grade literacy is key not only to expanding the quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.

Nic Spaull (South Africa) is a senior researcher in the Economics Department at Stellenbosch University, and Director of Funda Wande – Reading For Meaning, a world-class multimedia course to teach Foundation Phase (grades R-3) teachers how to teach reading. John P. Comings (United States) is a senior technical consultant at World Education, an international NGO based in Boston, and a faculty member at the Center for International Education, University of Massachusetts at Amherst.

Foreword

Mmantsetsa Marope

Notes on Contributors

Introduction

Part 1: Improving Early Literacy Outcomes: Curriculum, Teaching, and Assessment

1. The Early Reading Curriculum: International Policy and Practice

Claire McLachlan

2. Aligning Curriculum and Assessment in Early Reading Education

Peter Afflerbach

3. Assessing Early Literacy Outcomes in Burkina Faso and Senegal: Using DHS and PASEC to Combine Access and Quality

Nic Spaull and Adaiah Lilenstein

4. Getting It Right from the Start: Some Cautionary Notes for Early Reading Instruction in African Languages

Elizabeth J. Pretorius

5. The Teaching of Reading and Writing in Second- and Multi-Language Contexts: Evidence from Canada

Robert Savage and Marie-France Côté

6. Early Literacy Instruction in India: Redefining the Challenge

Shobha Sinha

7. Challenges Associated With Reading Acquisition in Sub-Saharan Africa: Promotion of Literacy in Multilingual Contexts

Heikki Lyytinen, Emma Ojanen, Jacqueline Jere-Folotiya, Stella Damaris Ngorosho, Francis Sampa, Pamela February, Flora Malasi, Jonathan Munachaka, Christopher Yalukanda, Kenneth Pugh and Robert Serpel

8. Entering into the Written Culture to Overcome Inequalities: Teaching Literacy to Children from Vulnerable Communities

Alejandra Medina

9. Those Children Who Are Left Behind: A Reading Programme That Works

Beatriz Diuk

10. We Want to Learn: A Programme for the Linguistic, Cognitive and Socio-Emotional Development of Young Children in Argentina

Ana María Borzone and Mariela Vanesa De Mier

11. Powerful Reforms in Early Language and Literacy Instruction in India

Shailaja Menon, Sajitha S. K., Neela Apte, Abha Basargekar and Ramachandar Krishnamurthy

Part 2: Improving Learning Outcomes in Early Grade Reading and Writing in Burkina Faso, Niger, and Senegal: Insights from A UNESCO IBE Project

12. Integrating Curriculum, Teaching, and Learning Materials to Improve Learning Outcomes in Early Grade Reading: A Common Goal for Burkina Faso, Niger, and Senegal

Amapola Alama

13. Teaching and learning to Read and Write in a Multilingual Context: Burkina Faso, Niger, and Senegal

Bernard Schneuwly, Sandrine Aeby Daghé, Irina Leopoldoff, Glaís Sales Cordeiro, Thérèse Thévenaz-Christen and Simon Toulou

14. Teaching Reading in Burkina Faso: Improving Reading and Writing Outcomes in the Early Years of Primary School

Sandrine Aeby Daghé, Irina Leopoldoff, Thérèse Thévenaz-Christen and Victor Yaméogo

15. Modules to Train Teachers to Teach Reading and Writing in Niger: From an Analysis of the Current Situation to a Collaborative Production of Tools for Teacher Education

Bernard Schneuwly, Simon Toulou and Maman Mallam Garba

16. Senegal: Improving Training to Bolster Reading and Writing Skills in French as a Second Language

Thérèse Thévenaz-Christen and Glaís Sales Cordeiro

Erscheinungsdatum	15.04.2019
Reihe/Serie	IBE on Curriculum, Learning, and Assessment ; 4
Verlagsort	Leiden
Sprache	englisch
Maße	155 x 235 mm
Gewicht	486 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
ISBN-10	90-04-40233-0 / 9004402330
ISBN-13	978-90-04-40233-1 / 9789004402331
Zustand	Neuware