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Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention

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  • Wolf, Sharon
  • Turner, Elizabeth L.
  • Jukes, Matthew C.H.
  • Dubeck, Margaret M.

Abstract

This study uses data from the Health and Literacy Intervention (HALI) program evaluation, an in-service teacher training program focused on early grade literacy instruction for class one teachers. We assess how changes in classroom instructional processes impacted by the HALI teacher training were associated with improved early literacy outcomes for children. We find that experimentally induced increases in exposure to print—measured both through changes to time spent reading in class and through print displayed in the classroom—were associated with improvements in students’ reading fluency and reading comprehension. Implications for global education efforts to improve learning outcomes are discussed.

Suggested Citation

  • Wolf, Sharon & Turner, Elizabeth L. & Jukes, Matthew C.H. & Dubeck, Margaret M., 2018. "Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention," International Journal of Educational Development, Elsevier, vol. 62(C), pages 27-34.
    • Handle: RePEc:eee:injoed:v:62:y:2018:i:c:p:27-34
    DOI: 10.1016/j.ijedudev.2018.02.004
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    References listed on IDEAS

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    1. Dubeck, Margaret M. & Jukes, Matthew C.H. & Brooker, Simon J. & Drake, Tom L. & Inyega, Hellen N., 2015. "Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya," International Journal of Educational Development, Elsevier, vol. 41(C), pages 88-96.
    2. Popova,Anna & Evans,David & Arancibia,Violeta, 2016. "Training teachers on the job : what works and how to measure it," Policy Research Working Paper Series 7834, The World Bank.
    3. Alejandro J. Ganimian & Richard J. Murnane, 2014. "Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Impact Evaluations," NBER Working Papers 20284, National Bureau of Economic Research, Inc.
    4. United Nations Educational, Scientific and Cultura [UNESCO], 2015. "Education for All 2000-2015: Achievements and Challenges," Working Papers id:7512, eSocialSciences.
    5. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    6. Piper, Benjamin & Zuilkowski, Stephanie Simmons & Kwayumba, Dunston & Strigel, Carmen, 2016. "Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya," International Journal of Educational Development, Elsevier, vol. 49(C), pages 204-214.
    7. Halliday, Katherine E. & Okello, George & Turner, Elizabeth L. & Njagi, Kiambo & Mcharo, Carlos & Kengo, Juddy & Allen, Elizabeth & Dubeck, Margaret M. & Jukes, Matthew C.H. & Brooker, Simon J., 2014. "Impact of intermittent screening and treatment for malaria among school children in Kenya : a cluster randomized trial," Policy Research Working Paper Series 6791, The World Bank.
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