Now showing items 1-5 of 5
Literacy for all in 100 days? A research based strategy for fast progress in low income countries
(World Bank, 2013)
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 ...
Developing cross language metrics for reading fluency measurement: Some issues and options
(World Bank, 2012)
Since 2005, over 70 oral reading fluency tests have been given in many languages and scripts, either as part of the Early Grade Reading Assessment (EGRA) or as individual one-minute tests. Particularly in multilingual ...
Efficient Learning for the Poor : Insights from the Frontier of Cognitive Neuroscience
(The International Bank for Reconstruction and Development/World Bank, 2006)
This book integrates research into applications that extend from preschool brain development to the memory of adult educators. In layman's terms, it provides explanations and answers to questions such as: Why do children ...
Teaching adults to read better and faster: results from an experiment in Burkina Faso
(World Bank, 2003)
Abstract Two cognitively oriented methods were tested in Burkina Faso to help illiterates learn to read more efficiently. These were (a) speeded reading of increasingly larger word units and (b) phonological awareness ...
Strategies and policies for literacy
Executive Summary Despite the existence of about one billion illiterates in the world, adult literacy programs make up 1–5 percent of government or donor budgets, and they remain severely underfunded in comparison to ...