How Effective Are Early Grade Reading Interventions? A Review of the Evidence. Policy Research Working Paper 8292

Autor/inn/en	Graham, Jimmy; Kelly, Sean
Institution	World Bank
Titel	How Effective Are Early Grade Reading Interventions? A Review of the Evidence. Policy Research Working Paper 8292
Quelle	(2018), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Primary Education; Reading Instruction; Early Intervention; Instructional Effectiveness; Developing Nations; Foreign Countries; Outcomes of Education; Effect Size; Program Implementation; Reading Improvement; Reading Fluency; Teacher Education; Reading Teachers; Evidence Based Practice; Literacy Education; Teaching Guides; Coaching (Performance); Supplementary Reading Materials; Instructional Materials; Reading Programs; Educational Quality; Educational Policy + Suchen Sie Ihr Suchwort? Primarbereich; Leseunterricht; Unterrichtserfolg; Developing country; Developing countries; Entwicklungsland; Ausland; Lernleistung; Schulerfolg; Lehrerausbildung; Lehrerbildung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehrerhandbuch; Reading materials; Lesekartei; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik
Abstract	It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early grade reading interventions have emerged as a common means to attempt to address this problem. This paper presents a definition of early grade reading interventions as interventions that employ a combination of five components: at a minimum, they must train teachers to teach reading using simplified instructional techniques and evidence-based curricula. In addition, they typically include in-class coaching and the provision of instructional guidelines, instructional materials, or tools for student assessment. To develop a better understanding of the effectiveness of the interventions, the paper summarizes evidence from 18 early grade reading interventions, occurring across a large variety of contexts, including four World Bank regions and three World Bank income groups. The study finds that early grade reading interventions are consistently effective, although not infallible. The large majority had highly significant impacts on at least one reading subtask. However, only for a few interventions were effect sizes large enough to equate to more than a year's worth of schooling or create fluent readers on average. The cost of implementation varied widely, but some programs were highly cost-effective. Some programs failed to achieve impact altogether, although these programs were in the minority. In short, early grade reading interventions are not a guaranteed means to improve reading, and they rarely lead to fluency over a short span of time, but they are a mostly reliable means to make significant improvements in literacy over a short period of time. (As Provided).
Anmerkungen	World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01