Improving Reading Instruction and Students' Reading Skills in the Early Grades: Evidence from a Randomized Evaluation in Haiti

Autor/inn/en	Guzmán, Juan Carlos; Schuenke-Lucien, Kate; D'Agostino, Anthony J.; Berends, Mark; Elliot, Andrew J.
Titel	Improving Reading Instruction and Students' Reading Skills in the Early Grades: Evidence from a Randomized Evaluation in Haiti
Quelle	In: Reading Research Quarterly, 56 (2021) 1, S.173-193 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.297
Schlagwörter	Reading Instruction; Instructional Improvement; Reading Improvement; Emergent Literacy; Intervention; Beginning Reading; Program Effectiveness; Creoles; Native Language; Grade 1; Grade 2; Elementary School Students; Reading Fluency; Developing Nations; Foreign Countries; At Risk Students; Young Children; Haiti + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtsqualität; Frühleseunterricht; Erstleseunterricht; Kreole; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Developing country; Developing countries; Entwicklungsland; Ausland; Frühe Kindheit
Abstract	In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low-income and fragile contexts. Read to Learn, an early-grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students' reading skills. Students were given learning materials in their mother tongue, teachers were provided with training and instructional coaching, and various supports for program implementation were established. In a randomized evaluation, the authors assessed students' reading skills at the beginning of grade 1 and at the end of grades 1 and 2 in treatment and control schools. The authors estimated the impact of the program at the end of grades 1 and 2 with a hierarchical linear model and found positive effects on emergent reading skills and oral reading fluency, with effect sizes ranging between 0.19 and 0.79. The results of this study are an important contribution to knowledge about what works to improve literacy outcomes for students in Haiti and other fragile contexts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01