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How Effective Are Early Grade Reading Interventions?: A Review of the Evidence

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dc.contributor.authorGraham, Jimmy
dc.contributor.authorKelly, Sean
dc.date.accessioned2018-01-05T16:42:20Z
dc.date.available2018-01-05T16:42:20Z
dc.date.issued2018-01
dc.description.abstractIt 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.en
dc.identifierhttp://documents.worldbank.org/curated/en/289341514995676575/How-effective-are-early-grade-reading-interventions-a-review-of-the-evidence
dc.identifier.doi10.1596/1813-9450-8292
dc.identifier.urihttps://hdl.handle.net/10986/29127
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Paper;No. 8292
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectEDUCATION QUALITY
dc.subjectEDUCATION POLICY
dc.subjectLITERACY
dc.subjectEARLY GRADE READING
dc.subjectREADING
dc.subjectTEACHER TRAINING
dc.subjectINSTRUCTIONAL MATERIALS
dc.titleHow Effective Are Early Grade Reading Interventions?en
dc.title.subtitleA Review of the Evidenceen
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.crossref.titleHow Effective Are Early Grade Reading Interventions? A Review of the Evidence
okr.date.disclosure2018-01-03
okr.doctypePublications & Research::Policy Research Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/289341514995676575/How-effective-are-early-grade-reading-interventions-a-review-of-the-evidence
okr.guid289341514995676575
okr.identifier.doi10.1596/1813-9450-8292
okr.identifier.externaldocumentum090224b0854e73b6_1_0
okr.identifier.internaldocumentum29330969
okr.identifier.reportWPS8292
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/289341514995676575/pdf/WPS8292.pdfen
okr.statistics.combined9235
okr.statistics.dr289341514995676575
okr.statistics.drstats7725
okr.topicEducation::Curriculum & Instruction
okr.topicEducation::Early Childhood Development
okr.topicEducation::Education For All
okr.topicEducation::Effective Schools and Teachers
okr.topicEducation::Primary Education
okr.unitEducation Global Practice
relation.isSeriesOfPublication26e071dc-b0bf-409c-b982-df2970295c87
relation.isSeriesOfPublication.latestForDiscovery26e071dc-b0bf-409c-b982-df2970295c87
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