The Gambia : Early Grade Reading Assessment
In most major international assessments (e.g., Programme for International Student Assessment-Organization for Economic Co-operation and Development [PISAOECD], and Progress in International Reading Literacy Study -International Evaluation of Educational Achievement [PIRLS-IEA]) children's reading skills are not assessed before fourth grade. For students who are poor readers, it is often too late to carry out efficient and effective remedial instruction. Indeed, to be efficient, remedial instruction should be conducted as early as possible. In addition, most major assessments are only composed of reading comprehension tasks, and do not take into account the level of word reading fluency (including accuracy and speed) and listening comprehension. However, research suggests that reading comprehension is associated with capacity in these complementary tasks. A large-scale reading assessment was conducted in Gambia with 1,200 first, second, and third graders (randomly selected from 40 schools) who were learning to read in English. Three analyses were carried out. The first involved a comparison within the group, in which the effect of control variables including gender, home language, and socioeconomic status was examined in relation to the children s results. In the second analysis, the pattern of correlations between the different tasks (and between these tasks and some control variables) was examined. Finally, regression analyses were carried out in order to determine the predictors of isolated-word and word-in-context reading, and reading comprehension.
Saved in:
| id |
dig-okr-1098612972 |
|---|---|
| record_format |
koha |
| spelling |
dig-okr-10986129722024-08-08T15:08:55Z The Gambia : Early Grade Reading Assessment Sprenger-Charolles, Liliane ACADEMIC RESULTS ACHIEVEMENT DATA ADAPTATION ADDITION BASIC READING BASIC SKILLS CALL CURRICULUM CURRICULUM DEVELOPMENT DEVELOPMENTAL PSYCHOLOGY EARLY GRADES EDUCATIONAL ACHIEVEMENT EDUCATIONAL POLICY EDUCATIONAL RESEARCH EDUCATORS ENGLISH SPEAKERS ENROLLMENT FIRST GRADE GENDER GIRLS GRADE LEVELS HIGHER GRADE HIGHER GRADES HOME LANGUAGE INSTRUCTION LANGUAGE COMPREHENSION LANGUAGE PROCESSING LANGUAGES LEARNERS LEARNING LINGUISTIC DIFFERENCES LINGUISTIC ENVIRONMENT LINGUISTIC GROUPS LISTENING LITERACY LITERACY ACHIEVEMENT LITERATE PARENTS LITERATURE MEMORY MOTHER TONGUE NURSERY SCHOOL PHONOLOGY POOR READERS PRIMARY SCHOOL PRIMARY SCHOOLS PRIMARY STUDENTS PROFICIENCY READING READING ABILITY READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING LEVEL READING MATERIALS READING SKILLS RECALL RECOGNITION REPETITION SCHOOL ATTENDANCE SCHOOL DIRECTORS SCHOOL ENVIRONMENT SCHOOLING SCHOOLS SPEAKING SPEECH STUDENT ASSESSMENT STUDENT ENROLLMENT STUDENTS LEARNING TEACHERS TEACHING VOCABULARY WRITTEN LANGUAGE YOUTH In most major international assessments (e.g., Programme for International Student Assessment-Organization for Economic Co-operation and Development [PISAOECD], and Progress in International Reading Literacy Study -International Evaluation of Educational Achievement [PIRLS-IEA]) children's reading skills are not assessed before fourth grade. For students who are poor readers, it is often too late to carry out efficient and effective remedial instruction. Indeed, to be efficient, remedial instruction should be conducted as early as possible. In addition, most major assessments are only composed of reading comprehension tasks, and do not take into account the level of word reading fluency (including accuracy and speed) and listening comprehension. However, research suggests that reading comprehension is associated with capacity in these complementary tasks. A large-scale reading assessment was conducted in Gambia with 1,200 first, second, and third graders (randomly selected from 40 schools) who were learning to read in English. Three analyses were carried out. The first involved a comparison within the group, in which the effect of control variables including gender, home language, and socioeconomic status was examined in relation to the children s results. In the second analysis, the pattern of correlations between the different tasks (and between these tasks and some control variables) was examined. Finally, regression analyses were carried out in order to determine the predictors of isolated-word and word-in-context reading, and reading comprehension. 2013-03-26T21:49:37Z 2013-03-26T21:49:37Z 2008-01 http://documents.worldbank.org/curated/en/2008/01/16350123/gambia-early-grade-reading-assessment-egra-results-1200-gambian-primary-students-learning-read-english https://hdl.handle.net/10986/12972 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank application/pdf text/plain World Bank, Washington, Dc |
| institution |
Banco Mundial |
| collection |
DSpace |
| country |
Estados Unidos |
| countrycode |
US |
| component |
Bibliográfico |
| access |
En linea |
| databasecode |
dig-okr |
| tag |
biblioteca |
| region |
America del Norte |
| libraryname |
Biblioteca del Banco Mundial |
| language |
English en_US |
| topic |
ACADEMIC RESULTS ACHIEVEMENT DATA ADAPTATION ADDITION BASIC READING BASIC SKILLS CALL CURRICULUM CURRICULUM DEVELOPMENT DEVELOPMENTAL PSYCHOLOGY EARLY GRADES EDUCATIONAL ACHIEVEMENT EDUCATIONAL POLICY EDUCATIONAL RESEARCH EDUCATORS ENGLISH SPEAKERS ENROLLMENT FIRST GRADE GENDER GIRLS GRADE LEVELS HIGHER GRADE HIGHER GRADES HOME LANGUAGE INSTRUCTION LANGUAGE COMPREHENSION LANGUAGE PROCESSING LANGUAGES LEARNERS LEARNING LINGUISTIC DIFFERENCES LINGUISTIC ENVIRONMENT LINGUISTIC GROUPS LISTENING LITERACY LITERACY ACHIEVEMENT LITERATE PARENTS LITERATURE MEMORY MOTHER TONGUE NURSERY SCHOOL PHONOLOGY POOR READERS PRIMARY SCHOOL PRIMARY SCHOOLS PRIMARY STUDENTS PROFICIENCY READING READING ABILITY READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING LEVEL READING MATERIALS READING SKILLS RECALL RECOGNITION REPETITION SCHOOL ATTENDANCE SCHOOL DIRECTORS SCHOOL ENVIRONMENT SCHOOLING SCHOOLS SPEAKING SPEECH STUDENT ASSESSMENT STUDENT ENROLLMENT STUDENTS LEARNING TEACHERS TEACHING VOCABULARY WRITTEN LANGUAGE YOUTH ACADEMIC RESULTS ACHIEVEMENT DATA ADAPTATION ADDITION BASIC READING BASIC SKILLS CALL CURRICULUM CURRICULUM DEVELOPMENT DEVELOPMENTAL PSYCHOLOGY EARLY GRADES EDUCATIONAL ACHIEVEMENT EDUCATIONAL POLICY EDUCATIONAL RESEARCH EDUCATORS ENGLISH SPEAKERS ENROLLMENT FIRST GRADE GENDER GIRLS GRADE LEVELS HIGHER GRADE HIGHER GRADES HOME LANGUAGE INSTRUCTION LANGUAGE COMPREHENSION LANGUAGE PROCESSING LANGUAGES LEARNERS LEARNING LINGUISTIC DIFFERENCES LINGUISTIC ENVIRONMENT LINGUISTIC GROUPS LISTENING LITERACY LITERACY ACHIEVEMENT LITERATE PARENTS LITERATURE MEMORY MOTHER TONGUE NURSERY SCHOOL PHONOLOGY POOR READERS PRIMARY SCHOOL PRIMARY SCHOOLS PRIMARY STUDENTS PROFICIENCY READING READING ABILITY READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING LEVEL READING MATERIALS READING SKILLS RECALL RECOGNITION REPETITION SCHOOL ATTENDANCE SCHOOL DIRECTORS SCHOOL ENVIRONMENT SCHOOLING SCHOOLS SPEAKING SPEECH STUDENT ASSESSMENT STUDENT ENROLLMENT STUDENTS LEARNING TEACHERS TEACHING VOCABULARY WRITTEN LANGUAGE YOUTH |
| spellingShingle |
ACADEMIC RESULTS ACHIEVEMENT DATA ADAPTATION ADDITION BASIC READING BASIC SKILLS CALL CURRICULUM CURRICULUM DEVELOPMENT DEVELOPMENTAL PSYCHOLOGY EARLY GRADES EDUCATIONAL ACHIEVEMENT EDUCATIONAL POLICY EDUCATIONAL RESEARCH EDUCATORS ENGLISH SPEAKERS ENROLLMENT FIRST GRADE GENDER GIRLS GRADE LEVELS HIGHER GRADE HIGHER GRADES HOME LANGUAGE INSTRUCTION LANGUAGE COMPREHENSION LANGUAGE PROCESSING LANGUAGES LEARNERS LEARNING LINGUISTIC DIFFERENCES LINGUISTIC ENVIRONMENT LINGUISTIC GROUPS LISTENING LITERACY LITERACY ACHIEVEMENT LITERATE PARENTS LITERATURE MEMORY MOTHER TONGUE NURSERY SCHOOL PHONOLOGY POOR READERS PRIMARY SCHOOL PRIMARY SCHOOLS PRIMARY STUDENTS PROFICIENCY READING READING ABILITY READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING LEVEL READING MATERIALS READING SKILLS RECALL RECOGNITION REPETITION SCHOOL ATTENDANCE SCHOOL DIRECTORS SCHOOL ENVIRONMENT SCHOOLING SCHOOLS SPEAKING SPEECH STUDENT ASSESSMENT STUDENT ENROLLMENT STUDENTS LEARNING TEACHERS TEACHING VOCABULARY WRITTEN LANGUAGE YOUTH ACADEMIC RESULTS ACHIEVEMENT DATA ADAPTATION ADDITION BASIC READING BASIC SKILLS CALL CURRICULUM CURRICULUM DEVELOPMENT DEVELOPMENTAL PSYCHOLOGY EARLY GRADES EDUCATIONAL ACHIEVEMENT EDUCATIONAL POLICY EDUCATIONAL RESEARCH EDUCATORS ENGLISH SPEAKERS ENROLLMENT FIRST GRADE GENDER GIRLS GRADE LEVELS HIGHER GRADE HIGHER GRADES HOME LANGUAGE INSTRUCTION LANGUAGE COMPREHENSION LANGUAGE PROCESSING LANGUAGES LEARNERS LEARNING LINGUISTIC DIFFERENCES LINGUISTIC ENVIRONMENT LINGUISTIC GROUPS LISTENING LITERACY LITERACY ACHIEVEMENT LITERATE PARENTS LITERATURE MEMORY MOTHER TONGUE NURSERY SCHOOL PHONOLOGY POOR READERS PRIMARY SCHOOL PRIMARY SCHOOLS PRIMARY STUDENTS PROFICIENCY READING READING ABILITY READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING LEVEL READING MATERIALS READING SKILLS RECALL RECOGNITION REPETITION SCHOOL ATTENDANCE SCHOOL DIRECTORS SCHOOL ENVIRONMENT SCHOOLING SCHOOLS SPEAKING SPEECH STUDENT ASSESSMENT STUDENT ENROLLMENT STUDENTS LEARNING TEACHERS TEACHING VOCABULARY WRITTEN LANGUAGE YOUTH Sprenger-Charolles, Liliane The Gambia : Early Grade Reading Assessment |
| description |
In most major international assessments
(e.g., Programme for International Student
Assessment-Organization for Economic Co-operation and
Development [PISAOECD], and Progress in International
Reading Literacy Study -International Evaluation of
Educational Achievement [PIRLS-IEA]) children's reading
skills are not assessed before fourth grade. For students
who are poor readers, it is often too late to carry out
efficient and effective remedial instruction. Indeed, to be
efficient, remedial instruction should be conducted as early
as possible. In addition, most major assessments are only
composed of reading comprehension tasks, and do not take
into account the level of word reading fluency (including
accuracy and speed) and listening comprehension. However,
research suggests that reading comprehension is associated
with capacity in these complementary tasks. A large-scale
reading assessment was conducted in Gambia with 1,200 first,
second, and third graders (randomly selected from 40
schools) who were learning to read in English. Three
analyses were carried out. The first involved a comparison
within the group, in which the effect of control variables
including gender, home language, and socioeconomic status
was examined in relation to the children s results. In the
second analysis, the pattern of correlations between the
different tasks (and between these tasks and some control
variables) was examined. Finally, regression analyses were
carried out in order to determine the predictors of
isolated-word and word-in-context reading, and reading comprehension. |
| topic_facet |
ACADEMIC RESULTS ACHIEVEMENT DATA ADAPTATION ADDITION BASIC READING BASIC SKILLS CALL CURRICULUM CURRICULUM DEVELOPMENT DEVELOPMENTAL PSYCHOLOGY EARLY GRADES EDUCATIONAL ACHIEVEMENT EDUCATIONAL POLICY EDUCATIONAL RESEARCH EDUCATORS ENGLISH SPEAKERS ENROLLMENT FIRST GRADE GENDER GIRLS GRADE LEVELS HIGHER GRADE HIGHER GRADES HOME LANGUAGE INSTRUCTION LANGUAGE COMPREHENSION LANGUAGE PROCESSING LANGUAGES LEARNERS LEARNING LINGUISTIC DIFFERENCES LINGUISTIC ENVIRONMENT LINGUISTIC GROUPS LISTENING LITERACY LITERACY ACHIEVEMENT LITERATE PARENTS LITERATURE MEMORY MOTHER TONGUE NURSERY SCHOOL PHONOLOGY POOR READERS PRIMARY SCHOOL PRIMARY SCHOOLS PRIMARY STUDENTS PROFICIENCY READING READING ABILITY READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING LEVEL READING MATERIALS READING SKILLS RECALL RECOGNITION REPETITION SCHOOL ATTENDANCE SCHOOL DIRECTORS SCHOOL ENVIRONMENT SCHOOLING SCHOOLS SPEAKING SPEECH STUDENT ASSESSMENT STUDENT ENROLLMENT STUDENTS LEARNING TEACHERS TEACHING VOCABULARY WRITTEN LANGUAGE YOUTH |
| author |
Sprenger-Charolles, Liliane |
| author_facet |
Sprenger-Charolles, Liliane |
| author_sort |
Sprenger-Charolles, Liliane |
| title |
The Gambia : Early Grade Reading Assessment |
| title_short |
The Gambia : Early Grade Reading Assessment |
| title_full |
The Gambia : Early Grade Reading Assessment |
| title_fullStr |
The Gambia : Early Grade Reading Assessment |
| title_full_unstemmed |
The Gambia : Early Grade Reading Assessment |
| title_sort |
gambia : early grade reading assessment |
| publisher |
World Bank, Washington, Dc |
| publishDate |
2008-01 |
| url |
http://documents.worldbank.org/curated/en/2008/01/16350123/gambia-early-grade-reading-assessment-egra-results-1200-gambian-primary-students-learning-read-english https://hdl.handle.net/10986/12972 |
| work_keys_str_mv |
AT sprengercharollesliliane thegambiaearlygradereadingassessment AT sprengercharollesliliane gambiaearlygradereadingassessment |
| _version_ |
1809105429270102016 |