Multilingual Literacy Skill Development in Kenya: Results from Medium Scale Randomized Controlled Trials

Autor/in	Piper, Benjamin
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Multilingual Literacy Skill Development in Kenya: Results from Medium Scale Randomized Controlled Trials
Quelle	(2016), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Literacy; Multilingualism; Skill Development; Randomized Controlled Trials; Slum Schools; Reading Fluency; Reading Comprehension; English; African Languages; Longitudinal Studies; Intervention; Program Effectiveness; Outcomes of Education; Transfer of Training; Reading Achievement; Elementary School Students; Kenya + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Mehrsprachigkeit; Multilingualismus; Kompetenzentwicklung; Qualifikationsentwicklung; Leseverstehen; English language; Englisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Training; Transfer; Ausbildung; Leseleistung; Kenia
Abstract	If children do not learn how to read in the first few years of primary school, they at greater risk of dropping out. It is therefore crucial to identify and test interventions that have the potential of making a large impact, can be implemented quickly, and are affordable to be taken to scale by the Kenyan government. This paper presents the findings of three randomized controlled trials designed to improve student literacy outcomes in Kenya. Two of the studies have multiple data points, two assessments measure outcomes in two languages, and the other in four languages. Random selection and assignment methods were utilized to assign clusters of schools to treatment and control conditions in Kenya. The treatment groups varied, but in several of them, the interventions implemented a targeted literacy and numeracy instructional program with student books, teachers' guides, ongoing teacher professional development and instructional supervision. The longitudinal results suggest that literacy acquisition in Kenya follows an unexpected path, and that additional research is required to understand what intervention points are available to more rapidly improve outcomes. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01