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Education for All in Low-Income Countries: A Crucial Role for Cognitive Scientists
(Sciencedomain International, 2013)
Donor funding has helped enroll in school most children of low-income countries. However, students get little schooling and few opportunities to encode and consolidate information. Many fail to learn and automatize the ...
Visual and linguistic factors in literacy acquisition: Instructional implication for beginning readers in low income countries
(World Bank, 2013)
Improving the quality of literacy teaching may require intervening at different levels, for example, encouraging school attendance and optimizing textbook format and teaching methods. Reading is a complex task involving ...
Absenteeism and beyond: instructional time loss and consequences
(World Bank, October 20)
Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended ...
Reading fluency measurements in EFA FTI partner countries : outcomes and improvement prospects
(World Bank, 2011)
Students in lower-income countries often acquire limited literacy in school and often drop out illiterate. For those who stay, the problem is not detected until it is too late to intervene. Oral reading fluency tests given ...
Adult Literacy: A Review of Implementation Experience
(World Bank, Operations Evaluation Department, 2003)
Worldwide, nearly a billion adults, at least 600 million of them women, are illiterate. Adult literacy is highly relevant to poverty alleviation efforts worldwide, because in the 21st century much of the information needed ...
Efficient Learning For the Poor: New insights Into Literacy Acquisition for Children
(Springer, 2008)
Reading depends on the speed of visual recognition and capacity of short-term memory. To understand a sentence, the mind must read it fast enough to capture it within the limits of the short-term memory. This means that ...
Instructional time loss in developing countries : concepts, measurement, and implications
(World Bank, 2009)
Students in developing countries are often taught for only a fraction of the intended number of school hours. Time is often wasted due to informal school closures, teacher absenteeism, delays, early departures, and poor ...
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 ...
Can adults become fluent in newly learned scripts?
(Hindawi Publishing Corporation, 2012)
Adults learning new scripts have difficulty becoming automatic readers. They typically read haltingly, understand little of what they read, and may forget letter values. This article presents the hypothesis that halting ...
What we know about acquisition of adult literacy: is there hope?
(The International Bank for Reconstruction and Development/World Bank, June 1994)
Literacy acquired in childhood positively influences quality of life, but the effects of literacy acquired in adulthood are not well known. Experience shows that literacy is not easily disseminated to adults and that the ...