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.
Detalhes
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Autor
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Data do documento
2013/05/30
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TIpo de documento
Documento de Trabalho
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No. do relatório
79785
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Nº do volume
1
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Total Volume(s)
1
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País
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Região
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Data de divulgação
2013/07/26
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Disclosure Status
Disclosed
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Nome do documento
Literacy for all in 100 days? A research-based strategy for fast progress in low-income countries
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Palavras-chave
learning and memory;language of instruction;hours of instruction;working memory;official language;reaction time;Learning and Innovation Credit;Teachers;phonological awareness;reading fluency;language art;research show;visual perception;basic reading;cognitive neuroscience;corrective feedback;reading method;reading speed;instructional time;higher-income countries;Learning disabilities;learning disability;african language;capacity limit;reading comprehension;old children;untrained teacher;school year;processing speed;memory function;learning time;large letter;classroom activity;Blow Up;subsequent section;class time;drop out;explicit instruction;simple procedure;cognitive research;higher grade;language instruction;social promotion;existing capacity;brain imaging;reading achievement;systematic pattern;donor investment;non-governmental organization;early reading;learning curve;skilled adult;reading problem;adult learning;blind student;reading instruction;middle class;signal detection;fatty acid;student progress;low-income student;classroom observation;daily school;donor community;instructional hour;educated teacher;education level;start school;basic skill;literacy instruction;recognition system;children must;literacy intervention;remediation program;large population;early grade;old student;textbook procurement;reading material;reading practice;detailed planning;literate parent;class hour;Early childhood;educated people;
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