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Adapting instruction to context: Global case studies on how language and culture shape the teaching of reading

Wed, April 28, 6:15 to 7:45am PDT (6:15 to 7:45am PDT), Zoom Room, 114

Group Submission Type: Formal Panel Session

Proposal

In recent years, reading instruction in international development has supported a few standard best practices, based in part upon the findings of the United States’ National Reading Panel. The National Reading Panel concluded that rigorous research supports five key instructional areas for literacy: phonemic awareness, phonics, fluency, vocabulary and comprehension (NICHD, 2000). The National Reading Panel’s findings became the key conceptual framework for the Early Grade Reading Assessment (EGRA), which has been used in over 65 countries and over 100 languages to assess children’s progress in reading (Dubeck and Gove, 2015).
While EGRA has generated important data on reading achievement worldwide, critics also point out that the reading framework presented by the National Reading Panel and EGRA is quite narrow. Share (2008) points out that the English language is an “outlier” orthography, featuring an unusual number of irregular and complex spelling patterns. The depth of the English orthography shapes the instruction required to become an effective reader. For example, given the complexity of phoneme combinations, children require more time to acquire adequate phonemic awareness in English than in other languages (Schroeder, 2012; Share, 2008). And yet, the reading practices that are recommended worldwide are largely based upon research about English literacy instruction.
Beyond differences in orthography, it is important to consider the cultural environment in which reading instruction takes place. Moje and Hinchman (2004) maintain that any “best practice” in instruction needs to be culturally responsive. Klingner and Edwards (2006) purport that culturally responsive literacy instruction requires both an understanding of children’s culture and home literacy practices as well as an incorporation of this understanding into the classroom. And yet, all too often, EGRA-focused instructional approaches fail to adequately account for the social context of reading (Hoffman, 2012).
In line with the CIES 2021 theme of “Social Responsibility within Changing Contexts,” we examine how different contexts and languages require us to carefully adapt our instructional approaches, rather than imposing a “one size fits all” approach to all contexts. The objective of this panel is to provide attendees with contextual considerations and emerging evidence around culturally responsive reading instruction practices, using a variety of settings and languages as case studies. The first presentation by SIL Africa will provide theoretical framing for contextualizing literacy instruction, focusing on three key components: sociolinguistic features, orthographic features, and pedagogical features. The second presentation by Room to Read will share learnings from implementing early grade literacy programs in contexts where the home language of children is different from the medium of instruction in schools. The third presentation by FHI 360 will share findings from a randomized controlled trial in northern Nigeria that compared two approaches to reading instruction: a phonetic approach based on English research, and a syllabic approach based on traditional Hausa instruction. The fourth presentation by RTI International will focus on differences in language complexity in the Philippines, and how levels of complexity influence reading outcomes.
Emily Koester (FHI 360) will serve as the discussant and chair. She will provide a brief introduction to the panel, connecting it to the conference theme. Afterwards, she will provide summary remarks and then facilitate Q&A with panel attendees.

Sub Unit

Chair

Individual Presentations

Discussant