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Partnering with the Global South: Why Early Numeracy Skills Deserve an Equal Role in Early Grade Literacy Interventions - Part II

Thu, March 29, 8:00 to 9:30am, Hilton Reforma, Floor: 1st Floor, Business Center Room 1

Group Submission Type: Panel Session

Proposal

The purpose of this panel is to review the research base and provide evidence from current and past interventions on the relationship between reading and mathematics. Researchers have shown that early mathematics knowledge predicts later achievement in both reading and mathematics, with early mathematics predicting later reading achievement more than early reading skills (Duncan et.al., 2007). This research points to the close relationship between the two subject areas.
Although many current and past interventions in low-income contexts tend to focus on boosting student reading levels, the research points to the importance of early mathematics as well, and how the two areas are interrelated. There are some significant differences, which are explored in Part I of this panel. In Part II, we aim to discuss how the two content areas can be part of the same intervention.
The panel begins with a presentation in which we review the current state of the field of early mathematics and reading interventions, and then explores correlations between learning outcomes on key reading and mathematics tasks in Lao PDR and Tanzania. In the second presentation, we focus on an intervention in Rwanda, describing the key features of the project and how these features helped build a bridge between reading and mathematics instruction, which subsequently produced enhanced learning outcomes. In the third presentation, we turn to an early childhood project in Kenya which created core strategies emphasized during teacher training which sought to help teachers see connections between reading and mathematics, and better their instructional practice across both content areas. The panel will end with a facilitated discussion on policy implications, including the benefits and weaknesses of including both reading and mathematics on intervention

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