Publication:
Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries

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dc.contributor.authorAbadzi, Helen
dc.date.accessioned2013-11-13T21:26:40Z
dc.date.available2013-11-13T21:26:40Z
dc.date.issued2013-05-30
dc.description.abstractIn 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.en
dc.description.abstractLes 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.fr
dc.identifierhttp://documents.worldbank.org/curated/en/2013/05/18042078/literacy-all-100-days-research-based-strategy-fast-progress-low-income-countries
dc.identifier.doi10.1596/16248
dc.identifier.urihttps://hdl.handle.net/10986/16248
dc.languageEnglish
dc.language.isoen_US
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesGlobal Partnership for Education (GPE) working paper on series;no. 7
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo/
dc.subjectABILITY LEVELS
dc.subjectACADEMIC KNOWLEDGE
dc.subjectACHIEVEMENT
dc.subjectADDITION
dc.subjectBASIC LITERACY
dc.subjectBASIC READING
dc.subjectBASIC SKILLS
dc.subjectBETTER EDUCATED TEACHERS
dc.subjectBLACKBOARDS
dc.subjectBROADCASTING
dc.subjectCALL
dc.subjectCLASS TIME
dc.subjectCLASSROOM
dc.subjectCLASSROOM ACTIVITIES
dc.subjectCLASSROOMS
dc.subjectCOLLEGES
dc.subjectCOMPLEXITY
dc.subjectCOMPREHENSION
dc.subjectCURRICULA
dc.subjectCURRICULUM
dc.subjectDIALECTS
dc.subjectDIRECT INSTRUCTION
dc.subjectDRAWING
dc.subjectDRILLS
dc.subjectEARLY GRADES
dc.subjectEDUCATED PEOPLE
dc.subjectEDUCATION LEVELS
dc.subjectEDUCATION MINISTRIES
dc.subjectEDUCATORS
dc.subjectEFFECTIVE TEACHING
dc.subjectEMPLOYMENT
dc.subjectEXPENDITURES
dc.subjectFUTURE RESEARCH
dc.subjectGRAMMAR
dc.subjectHIGHER GRADES
dc.subjectHOMEWORK
dc.subjectHOURS OF INSTRUCTION
dc.subjectILLITERACY
dc.subjectINSTRUCTION
dc.subjectINSTRUCTIONAL TIME
dc.subjectINTERVENTIONS
dc.subjectKINDERGARTEN
dc.subjectLANGUAGE ARTS
dc.subjectLANGUAGE INSTRUCTION
dc.subjectLANGUAGE KNOWLEDGE
dc.subjectLANGUAGE OF INSTRUCTION
dc.subjectLANGUAGES
dc.subjectLEARNERS
dc.subjectLEARNING
dc.subjectLEARNING CURVES
dc.subjectLEARNING TIME
dc.subjectLECTURES
dc.subjectLISTENING
dc.subjectLITERACY
dc.subjectLITERACY INSTRUCTION
dc.subjectLITERACY LEVELS
dc.subjectLOW-INCOME STUDENTS
dc.subjectMEANING
dc.subjectMINISTRY OF EDUCATION
dc.subjectOLDER CHILDREN
dc.subjectPRIMARY SCHOOL
dc.subjectPROFICIENCY
dc.subjectREADING
dc.subjectREADING ACTIVITIES
dc.subjectREADING COMPREHENSION
dc.subjectREADING INSTRUCTION
dc.subjectREADING MATERIALS
dc.subjectREADING METHODS
dc.subjectREPETITION
dc.subjectSCHOOL PRINCIPALS
dc.subjectSCHOOLING
dc.subjectSCHOOLS
dc.subjectSECOND LANGUAGE
dc.subjectSPEAKING
dc.subjectSPORTS
dc.subjectSTUDENT PERFORMANCE
dc.subjectSTUDENT PROGRESS
dc.subjectSTUDENT TEACHERS
dc.subjectSUBJECT AREAS
dc.subjectSYLLABI
dc.subjectTEACHER
dc.subjectTEACHER TRAINING
dc.subjectTEACHERS
dc.subjectTEACHING
dc.subjectTEXTBOOK DESIGN
dc.subjectTEXTBOOK PROCUREMENT
dc.subjectTEXTBOOKS
dc.subjectTRAINEES
dc.subjectTRAINING COLLEGES
dc.subjectTRAINING NEEDS
dc.subjectUNTRAINED TEACHERS
dc.subjectVOCABULARY
dc.subjectWHOLE LANGUAGE APPROACH
dc.titleLiteracy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countriesen
dc.titleL’alphabétisation pour tous en 100 jours ? : Une stratégie basée sur la recherche pour obtenir des progrès rapides dans les pays à faible revenufr
dc.title.alternativeL'alphabetisation pour tous en 100 jours? Une strategie basee sur la recherche pour obtenir des progres rapides dans les pays à faible revenuen
dc.title.alternativeL'alphabetisation pour tous en 100 jours? Une strategie basee sur la recherche pour obtenir des progres rapides dans les pays à faible revenufr
dspace.entity.typePublication
okr.date.disclosure2013-07-26
okr.date.doiregistration2025-05-05T11:49:54.092207Z
okr.doctypePublications & Research::Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/2013/05/18042078/literacy-all-100-days-research-based-strategy-fast-progress-low-income-countries
okr.globalpracticeEducation
okr.guid528571468154763878
okr.guid257651468326683654
okr.identifier.externaldocumentum000333037_20130726123727
okr.identifier.internaldocumentum18042078
okr.identifier.report79785
okr.language.supporteden
okr.language.supportedfr
okr.pdfurlhttp://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2013/07/26/000333037_20130726123727/Rendered/PDF/797850WP0ENGLI0Box0379789B00PUBLIC0.pdfen
okr.pdfurlhttp://documents.worldbank.org/curated/en/528571468154763878/pdf/797850WP0FRENC00Box0379789b0PUBLIC0.pdffr
okr.topicTertiary Education
okr.topicSecondary Education
okr.topicCurriculum and Instruction
okr.topicTeaching and Learning
okr.topicEducation::Primary Education
okr.txturlhttp://documents.worldbank.org/curated/en/528571468154763878/text/797850WP0FRENC00Box0379789b0PUBLIC0.txtfr
okr.unitEducation Team (HDNED)
okr.volume1 of 1
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