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Improving Early Literacy Outcomes Curriculum, Teaching, and Assessment

Innbundet / 2019 / Engelsk

Produktdetaljer

ISBN
9789004402355
Publisert
2019
Utgiver
Brill
Vekt
636 gr
Høyde
235 mm
Bredde
155 mm
Dybde
24 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
320

Bindredaktør
Spaull, Nic
Comings John

Biografisk notat

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.

Improving Early Literacy Outcomes Curriculum, Teaching, and Assessment

Innbundet / 2019 / Engelsk
Innbundet / 2019 / Engelsk
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"The book tackles the vital question of how to improve early literacy, which is of particular importance to children from the most disadvantaged backgrounds. I strongly recommend it to policy actors, non-government organisations, researchers, and students seeking to understand, and identify solutions to, the learning crisis facing many countries around the world." – Pauline Rose, <i>Professor and Director, Research for Equitable Access and Learning (REAL) Centre, Cambridge University</i>

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.
Les mer
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.
Les mer
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
Les mer

Relaterte produkter

"The book tackles the vital question of how to improve early literacy, which is of particular importance to children from the most disadvantaged backgrounds. I strongly recommend it to policy actors, non-government organisations, researchers, and students seeking to understand, and identify solutions to, the learning crisis facing many countries around the world." – Pauline Rose, <i>Professor and Director, Research for Equitable Access and Learning (REAL) Centre, Cambridge University</i>

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.
Les mer
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.
Les mer
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
Les mer

Produktdetaljer

ISBN
9789004402355
Publisert
2019
Utgiver
Brill
Vekt
636 gr
Høyde
235 mm
Bredde
155 mm
Dybde
24 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
320

Bindredaktør
Spaull, Nic
Comings John

Biografisk notat

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.

Relaterte produkter