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. 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.
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Biblioteca del Banco Mundial |
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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 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 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 |
| 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. |
| topic_facet |
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 |
| 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 |
2013-05-30 |
| url |
http://documents.worldbank.org/curated/en/2013/05/18042078/literacy-all-100-days-research-based-strategy-fast-progress-low-income-countries https://hdl.handle.net/10986/16248 |
| work_keys_str_mv |
AT abadzihelen literacyforallin100daysaresearchbasedstrategyforfastprogressinlowincomecountries AT abadzihelen lalphabetisationpourtousen100joursunestrategiebaseesurlarecherchepourobtenirdesprogresrapidesdanslespaysafaiblerevenu |
| _version_ |
1807157526136881152 |
| spelling |
dig-okr-10986162482024-08-08T14:23:55Z Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries L’alphabétisation pour tous en 100 jours ? : Une stratégie basée sur la recherche pour obtenir des progrès rapides dans les pays à faible revenu L'alphabetisation pour tous en 100 jours? Une strategie basee sur la recherche pour obtenir des progres rapides dans les pays à faible revenu L'alphabetisation pour tous en 100 jours? Une strategie basee sur la recherche pour obtenir des progres rapides dans les pays à faible revenu 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. Les gouvernements et les donateurs ont investi une grande énergie dans la conception de programmes d’apprentissage efficaces, nécessaires à la résolution de la crise de l’enseignement. Et les solutions existent, à travers notamment les innovations scientifiques, et la neuroscience cognitive. C’est aux niveaux les plus bas de l'éducation que les applications de recherche sont les plus pertinentes, or c'est exactement dans ce domaine que les populations pauvres des pays du GPE sont les moins compétentes. Des enseignements tirés de cette approche scientifique ont déjà été mis en place dans quelques pays. Le GPE a apporté des conseils techniques en apprentissage de la lecture (et en mathématiques) au Cambodge et en Gambie. Les projets pilotes d’apprentissage de la lecture ont donné des résultats très satisfaisants et les gouvernements s’en sont montrés très reconnaissants. Avec des messages ciblés et une coordination étroite, la montagne de problèmes d’aujourd’hui a des chances de se réduire à la taille d’une taupinière d’ici cinq ans. Les grandes lignes de la stratégie présentée ici sont les suivantes : Les élèves doivent apprendre les bases de la lecture dans leurs langues locales dans les 100 premiers jours de la première année d’école primaire. (Les langues locales comprennent les langues véhiculaires régionales, qui, dans les sociétés multilingues, s’apprennent en contexte.) Ils apprendraient par la même occasion la langue officielle à l’oral. Ils recevraient un cours de mise à niveau en deuxième année d’école primaire pour passer définitivement à la langue officielle. Les nombreux élèves illettrés plus âgés devront suivre des cours de rattrapage par le même programme de 100 jours (« L’alphabétisation en 100 jours ») ainsi qu’un cours de mise à niveau vers la langue officielle. Pris en charge à peu près dans les délais prévus, l’illettrisme à l’école pourrait devenir de l’histoire ancienne d’ici 5 ans. 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 https://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 application/pdf text/plain application/pdf text/plain World Bank, Washington, DC |