Problematizing early grade reading: Should the post-2015 agenda treasure what is measured?

Bartlett, Lesley; Dowd, Amy Jo; Jonason, Christine

doi:10.1016/j.ijedudev.2014.10.002

Cited by 34 publications

(15 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Local needs and even national goals may not align; international targets would need to be couched in very flexible terms if they were to respond to this imperative and make test items relevant to all learners' lives and to what they have learnt before. And as Bartlett (2014) points out, it is difficult for global, Western-derived literacy tests to respond either to the agenda of local relevance, to broad conceptions of literacy, or to the particularities of literacy in different languages.…”

Section: Learner-centred Education: Towards a Contextualised Reconcepmentioning

confidence: 99%

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

Schweisfurth

2015

International Journal of Educational Development

128

View full text Add to dashboard Cite

Section: Learner-centred Education: Towards a Contextualised Reconcepmentioning

confidence: 99%

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

Schweisfurth

2015

International Journal of Educational Development

128

View full text Add to dashboard Cite

“…The effects of these programs on reading comprehension are weak. The programs have been criticized for an overemphasis on phonics and decoding and an underemphasis on reading practice and discussion to make meaning from text (Abadzi, 2006; Bartlett, Dowd, & Jonason, 2015; for critiques, see Pogrow, 1998; Walberg, 1998).…”

Section: Scripted Literacy Interventions As a Solution To Haiti’s Litmentioning

confidence: 99%

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

Guzman¹,

Schuenke-Lucien²,

D'Agostino³

et al. 2020

Reading Research Quarterly

View full text Add to dashboard Cite

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.

show abstract

“…As noted earlier, some researchers have argued that the link between ORF, as measured using a 60‐second assessment, and reading comprehension is problematic, as it does not allow for the possibility of slow, but accurate, readers (Bartlett et al, ). Researchers working in the United States have found that the Dynamic Indicators of Basic Early Literacy Skills ORF assessment, on which the EGRA ORF subtask is based, predicts reading comprehension (Riedel, ; Roehrig, Petscher, Nettles, Hudson, & Torgesen, ), and a predictive relationship has also been found in South Africa (Pretorius & Spaull, ).…”

Section: Background and Contextmentioning

confidence: 99%

“…Additionally, the link between the ORF measure and the reading comprehension measure has been questioned. Some have argued that it is possible to read slowly, but with high accuracy and comprehension (Bartlett, Dowd, & Jonason, ). Children who fall into this category might not read fast enough to finish the passage in 60 seconds and would therefore not have the opportunity to attempt all five comprehension items.…”

mentioning

confidence: 99%

Examining options for reading comprehension assessment in international contexts

Zuilkowski

Piper²,

Kwayumba³

et al. 2019

Journal Research in Reading

View full text Add to dashboard Cite

Background: Governments in low-income countries and donors have invested the equivalent of hundreds of millions of dollars in enhancing reading outcomes. Although reliable measures exist to assess emergent literacy skills in international contexts, there is little consensus on the assessment of reading comprehension. Methods: Using data from 5,389 Kenyan children attending low-cost private schools, we compared the reading comprehension measure from the Early Grade Reading Assessment to two alternatives. We examined relationships among children's outcome scores and the degree to which children's scores on the three measures drew on the same skills. Results: Scores on the three assessments were strongly correlated, and the assessments appeared to draw on the same abilities. The patterns observed in the exploratory factor analyses held for subgroups, including fluent and nonfluent readers and across testing languages. Conclusion: The alternatives did not provide more information on reading comprehension, and we therefore recommend continued use of the Early Grade Reading Assessment standard measure. Highlights What is already known about this topic• Large-scale reading interventions in developing countries have focused on foundational skills, such as decoding.

show abstract

Problematizing early grade reading: Should the post-2015 agenda treasure what is measured?

Cited by 34 publications

References 14 publications

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

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

Examining options for reading comprehension assessment in international contexts

Contact Info

Product

Resources

About