LEADER 05175oam 22005172 450 001 9910795183903321 005 20230817185335.0 010 $a90-04-40237-3 024 7 $a10.1163/9789004402379 035 $a(CKB)4570000000000103 035 $a(MiAaPQ)EBC5842534 035 $a(OCoLC)1098219612 035 $a(nllekb)BRILL9789004402379 035 $a(EXLCZ)994570000000000103 100 $a20190320d2019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aImproving early literacy outcomes $ecurriculum, teaching, and assessment /$fEdited by Nic Spaull and John P. Comings 210 1$aLeiden Boston :$cBrill | Sense,$d2019. 215 $a1 online resource (310 pages) 225 1 $aIBE on Curriculum, Learning, and Assessment;$vvolume4 311 $a90-04-40235-7 320 $aIncludes bibliographical references. 327 $tFront Matter -- Copyright page -- Foreword /$rMmantsetsa Marope -- Notes on the chapters -- Notes on Contributors -- Introduction /$rNic Spaull -- The Early Reading Curriculum /$rClaire McLachlan -- Aligning Curriculum and Assessment in Early Reading Education /$rPeter Afflerbach -- Assessing Early Literacy Outcomes in Burkina Faso and Senegal /$rNic Spaull and Adaiah Lilenstein -- Getting It Right from the Start /$rElizabeth J. Pretorius -- The Teaching of Reading and Writing in Second- and Multi-Language Contexts /$rRobert Savage and Marie-France Côté -- Early Literacy Instruction in India /$rShobha Sinha -- Challenges Associated with Reading Acquisition in Sub-Saharan Africa /$rHeikki Lyytinen, Emma Ojanen, Jacqueline Jere-Folotiya, Stella Damaris Ngorosho, Francis Sampa, Pamela February, Flora Malasi, Jonathan Munachaka, Christopher Yalukanda, Kenneth Pugh and Robert Serpell -- Entering into the Written Culture to Overcome Inequalities /$rAlejandra Medina -- Those Children Who Are Left Behind /$rBeatriz Diuk -- We Want to Learn /$rAna María Borzone and Mariela Vanesa De Mier -- Powerful Reforms in Early Language and Literacy Instruction in India /$rShailaja Menon, Sajitha S. Kutty, Neela Apte, Abha Basargekar and Ramchandar Krishnamurthy -- Integrating Curriculum, Teaching, and Learning Materials to Improve Learning Outcomes in Early Grade Reading /$rAmapola Alama -- Teaching and Learning to Read and Write in a Multilingual Context /$rBernard Schneuwly, Sandrine Aeby Daghé, Irina Leopoldoff, Glaís Sales Cordeiro, Thérèse Thévenaz-Christen and Simon Toulou -- Teaching Reading in Burkina Faso /$rSandrine Aeby Daghé, Irina Leopoldoff, Thérèse Thévenaz-Christen and Victor Yaméogo -- Modules to Train Teachers to Teach Reading and Writing in Niger /$rBernard Schneuwly, Simon Toulou and Maman Mallam Garba -- Senegal /$rThérèse Thévenaz-Christen and Glaís Sales Cordeiro. 330 $aLearning to read and write for meaning and pleasure are arguably the two most important competences that children acquire in primary school. Yet, in 2019 more than one half of children worldwide do not reach this first rung on the literacy ladder. Improving Early Literacy Outcomes aims to address this head-on, by foregrounding the work of more than 40 researchers, most of them living in, and working on, developing countries. Their contributions illuminate, magnify, and discover anew the importance of improving early reading, through precise alignment of curriculum, teaching, and assessment, and with a special focus on some of the most under-studied countries in the world (e.g., Burkina Faso, Niger, and Senegal). Through probing analyses of research, policy, and practice, the book highlights the common experiences of high aspirations repeatedly confronting harsh realities. Sixteen interconnected chapters cast an ever-vigilant and deflationary eye on the temptation to take an unrealistic approach to early literacy, and also caution against lumping all languages, contexts, and policy-challenges into a single heap. This book provides an indispensable guide to policymakers, practitioners, educators, and academics working towards the realisation of the UN Sustainable Development Goals (SDGs). Improving the teaching, learning, and assessment of early grade literacy is key not only to expanding the quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development. 410 0$aIBE on Curriculum, Learning, and Assessment;$vvolume4. 606 $aLanguage arts (Early childhood) 606 $aLiteracy$xStudy and teaching (Early childhood) 606 $aEarly childhood education$xCurricula 606 $aEducational equalization 615 0$aLanguage arts (Early childhood) 615 0$aLiteracy$xStudy and teaching (Early childhood) 615 0$aEarly childhood education$xCurricula. 615 0$aEducational equalization. 676 $a372.6 702 $aSpaull$b Nic 702 $aComings$b John P$g(John Paul), 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910795183903321 996 $aImproving early literacy outcomes$93803220 997 $aUNINA