Publication:
Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries

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dc.contributor.authorMarinelli, Chiara Valeria
dc.contributor.authorMartelli, Marialuisa
dc.contributor.authorPraphamontripong, Prachayani
dc.contributor.authorZoccolotti, Pierluigi
dc.contributor.authorAbadzi, Helen
dc.date.accessioned2013-11-13T20:58:58Z
dc.date.available2013-11-13T20:58:58Z
dc.date.issued2013
dc.description.abstractImproving the quality of literacy teaching may require intervening at different levels, for example, encouraging school attendance and optimizing textbook format and teaching methods. Reading is a complex task involving perceptual, motor, linguistic, phonological, and memory components, each of which has a crucial role in determining reading rate. High poverty rates continue to have a negative impact on human resource development and education quality in Africa, further complicating the ability of most countries to reach the Education for All (EFA) and Millennium Development Goals (MDG). Moreover, Africa and Asia are hosts to most of the world's multilingual countries, in which textbook availability in major indigenous languages is sorely lacking. Therefore, it is important to take all possible steps to maximize the effectiveness of teaching interventions. In parallel, also the quality of textbooks is a crucial factor for quality education, especially in developing countries. It is important to dispose of well-written and well-designed textbooks, because the quality of textbook can be an important predictor of student learning and can contribute to the effective use of instructional time and classroom teaching. This review examines the evidence regarding variables influencing acquisition of decoding and comprehension reading skills. One important caveat is in order. While the educational, psychological and neuroscience literature on reading is extensive, it largely depends upon studies on English speaking individuals. The first part of the review focuses on studies of visual psychophysics and examines the visual limitations affecting reading and its development. The second part of the review draws on the psychological and neuroscience literature to examine the role of several variables influencing reading acquisition, such as letter knowledge, teaching method, teacher's competence, orthographic consistency.en
dc.identifierhttp://documents.worldbank.org/curated/en/2013/01/18043049/visual-linguistic-factors-literacy-acquisition-instructional-implications-beginning-readers-low-income-countries
dc.identifier.doi10.1596/16244
dc.identifier.urihttps://hdl.handle.net/10986/16244
dc.languageEnglish
dc.language.isoen_US
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesGlobal Partnership for Education (GPE) working paper series on learning;no. 2
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo/
dc.subjectACADEMIC ACHIEVEMENT
dc.subjectACADEMIC SUCCESS
dc.subjectACHIEVEMENT LEVEL
dc.subjectACQUISITION OF LITERACY
dc.subjectADAPTATION
dc.subjectADOLESCENTS
dc.subjectADULT ILLITERATES
dc.subjectADULT LEARNING
dc.subjectADULTS
dc.subjectALPHABET
dc.subjectALPHABETS
dc.subjectATTENTION
dc.subjectAUDITING
dc.subjectAVAILABILITY OF TEXTBOOKS
dc.subjectBASIC SKILLS
dc.subjectBINDING
dc.subjectBLACKBOARDS
dc.subjectCHILDREN WITH LEARNING DISABILITIES
dc.subjectCLASSROOM
dc.subjectCLASSROOM TEACHING
dc.subjectCLOSEST MATCH
dc.subjectCOLLEGE STUDENTS
dc.subjectCOLONIAL LANGUAGES
dc.subjectCONCEPT FORMATION
dc.subjectCONTENTS
dc.subjectDEMONSTRATION
dc.subjectDESCRIPTION
dc.subjectDEVELOPMENTAL PERIOD
dc.subjectDOMAIN
dc.subjectDONOR SUPPORT
dc.subjectDRILLS
dc.subjectEARLY CHILDHOOD
dc.subjectEARLY GRADES
dc.subjectEARLY READING
dc.subjectEARLY YEARS OF SCHOOL
dc.subjectEDUCATION FOR ALL
dc.subjectEDUCATION QUALITY
dc.subjectEDUCATIONAL MATERIALS
dc.subjectEDUCATIONAL PROGRAMS
dc.subjectEDUCATIONAL QUALITY
dc.subjectEFFECTIVE TEACHERS
dc.subjectEFFECTIVE TEACHING
dc.subjectEFFECTIVE TEACHING STRATEGIES
dc.subjectELEMENTARY SCHOOL
dc.subjectENGLISH SPEAKING CHILDREN
dc.subjectENTRY
dc.subjectFIRST GRADE
dc.subjectGROSS ENROLMENT
dc.subjectGROSS ENROLMENT RATES
dc.subjectHEADINGS
dc.subjectILLITERATE ADULTS
dc.subjectILLITERATE CHILDREN
dc.subjectILLITERATE POPULATION
dc.subjectILLITERATES
dc.subjectINDIGENOUS LANGUAGES
dc.subjectINFANTS
dc.subjectINFORMATION PROCESSING
dc.subjectINSTRUCTIONAL MATERIALS
dc.subjectINSTRUCTIONAL TIME
dc.subjectINTERVENTIONS
dc.subjectINTUITION
dc.subjectLANGUAGE OF INSTRUCTION
dc.subjectLEARNERS
dc.subjectLEARNING
dc.subjectLEARNING CURVE
dc.subjectLEARNING CURVES
dc.subjectLEARNING DISABILITIES
dc.subjectLEARNING EFFECT
dc.subjectLEARNING MATERIALS
dc.subjectLEARNING OPPORTUNITIES
dc.subjectLEARNING OUTCOMES
dc.subjectLEARNING PROCESS
dc.subjectLEGIBILITY
dc.subjectLET
dc.subjectLEVEL OF EDUCATION
dc.subjectLINGUISTIC DIFFERENCES
dc.subjectLITERACY
dc.subjectLITERACY SKILLS
dc.subjectMATURATION
dc.subjectMEMORY
dc.subjectMOTHER TONGUE
dc.subjectOBJECT
dc.subjectOBJECTS
dc.subjectOLDER CHILDREN
dc.subjectPAPERS
dc.subjectPERCEPTION
dc.subjectPRIMARY EDUCATION
dc.subjectPRINTING COSTS
dc.subjectPROBABILITY
dc.subjectPSYCHOLOGY
dc.subjectQUALITY EDUCATION
dc.subjectQUALITY OF EDUCATION
dc.subjectQUALITY OF LITERACY
dc.subjectQUALITY OF TEXTBOOKS
dc.subjectQUALITY TEACHING
dc.subjectREADERS
dc.subjectREADING
dc.subjectREADING ACHIEVEMENT
dc.subjectREADING COMPETENCE
dc.subjectREADING COMPREHENSION
dc.subjectREADING SKILLS
dc.subjectREADINGS
dc.subjectRECOGNITION
dc.subjectREGULAR SCHOOL ATTENDANCE
dc.subjectRESEARCHERS
dc.subjectRETENTION
dc.subjectRURAL STUDENTS
dc.subjectSCHOOL AGE
dc.subjectSCHOOL ATTENDANCE
dc.subjectSCHOOL DROPOUTS
dc.subjectSCHOOL YEAR
dc.subjectSCHOOL YEARS
dc.subjectSCHOOLING
dc.subjectSCHOOLS
dc.subjectSECOND LANGUAGE
dc.subjectSELECTIVE ATTENTION
dc.subjectSITE
dc.subjectSOCIAL ADJUSTMENT
dc.subjectSTANDARDIZED TESTS
dc.subjectSTUDENT LEARNING
dc.subjectTEACHER
dc.subjectTEACHER EFFECTIVENESS
dc.subjectTEACHERS
dc.subjectTEACHING
dc.subjectTEACHING METHOD
dc.subjectTEACHING METHODS
dc.subjectTEACHING STRATEGIES
dc.subjectTEST SCORES
dc.subjectTEXTBOOK
dc.subjectTEXTBOOK AVAILABILITY
dc.subjectTEXTBOOK PRINTING
dc.subjectTHINKING
dc.subjectTHOUGHTS
dc.subjectVOCABULARIES
dc.subjectVOCABULARY
dc.subjectWORKING MEMORY
dc.subjectYOUNG CHILDREN
dc.titleVisual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countriesen
dspace.entity.typePublication
okr.date.disclosure2013-07-26
okr.date.doiregistration2025-05-05T12:36:59.193087Z
okr.doctypePublications & Research::Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/2013/01/18043049/visual-linguistic-factors-literacy-acquisition-instructional-implications-beginning-readers-low-income-countries
okr.globalpracticeEducation
okr.globalpracticeTransport and ICT
okr.guid274061468338475693
okr.identifier.externaldocumentum000356161_20130726162510
okr.identifier.internaldocumentum18043049
okr.identifier.report79779
okr.language.supporteden
okr.pdfurlhttp://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2013/07/26/000356161_20130726162510/Rendered/PDF/797790WP0PAPER0Box0379789B00PUBLIC0.pdfen
okr.topicEducation::Educational Sciences
okr.topicEducation::Education For All
okr.topicTeaching and Learning
okr.topicInformation Security and Privacy
okr.topicEducation::Primary Education
okr.topicInformation and Communication Technologies
okr.unitGPE Secretariat (HDGPE)
okr.volume1 of 1
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