Reading results from the Philippines, Rwanda and Senegal

• In Event: Great Expectations: Reflections on reading results achieved to date and prospects for “All Children Reading” in a post-2015 world (Part 2 of 2)

Abstract

This EDC presentation will explore the effects of three literacy programs implemented in the Philippines, Rwanda and Senegal. These programs vary greatly in their structure and reach, and are implemented in very different environments. In Rwanda, Literacy, Language and Learning Initiative (L3) is assisting the Ministry of Education (MINEDUC) in the implementation of a comprehensive early grade literacy program. L3 provides training to primary grade teachers via a network of school-based mentors, as well as teaching and learning materials for classrooms. While the results of the national rollout are not yet available, the student achievement data from the project pilot in one district show the results of the intervention. In the Philippines, EDC’s Basa program supports the national rollout of the new primary grades curriculum to which Basa contributes by strengthening the literacy component for grades 1 through 3. The key elements of the program are teacher training and material distribution. In Senegal, EDC supports locally run YMCA to increase children’s reading outside the classroom by engaging youth volunteers as literacy leaders in extracurricular reading activities. The project provided training to youth volunteers who are each assigned 8 to 10 students with reading difficulties to mentor and tutor twice weekly after school and during summer camps over the course of 1.5 years. The presentation will compare the inputs and the results of student reading assessment across the three projects, with detailed explanation of the intervention dosage, duration and contextual factors.

Author

• Rachel Christina, Education Development Center