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Senegal : Early Grade Reading Assessment

In international assessments (Progress in International Reading Literacy Study - Organization for Economic Co-operation and Development [PISA-OECD] and Progress in International Reading Literacy Study International Evaluation of Educational Achieve...

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Bibliographic Details
Main Author: Sprenger-Charolles, Liliane
Language:English
en_US
Published: World Bank, Washington, DC 2013
Subjects:
ACHIEVEMENT
ADAPTATION
COGNITION
CURRICULA
DEVELOPMENTAL PSYCHOLOGY
EARLY GRADES
EDUCATIONAL ACHIEVEMENT
EDUCATIONAL POLICY
EDUCATIONAL RESEARCH
ELEMENTARY SCHOOLS
ENROLLMENT
FIRST GRADE
GENDER
GIRLS
HIGHER GRADE
HIGHER GRADES
HOME LANGUAGE
INSTRUCTION
LANGUAGE OF INSTRUCTION
LANGUAGE SKILLS
LEARNING
LEARNING PROCESS
LINGUISTIC DIFFERENCES
LITERACY
LITERACY ACHIEVEMENT
LITERATE PARENTS
LOCAL SCHOOLS
MEMORY
MOTHER TONGUE
MOTHER TONGUES
NURSERY SCHOOL
NURSERY SCHOOLS
ONLY CHILDREN
POOR READERS
PRIMARY SCHOOL
PRIMARY SCHOOL STUDENTS
PRIMARY SCHOOLS
PRIMARY STUDENTS
READERS
READING
READING ABILITY
READING COMPREHENSION
READING DIFFICULTIES
READING LEVEL
READING SKILLS
SCHOOL ATTENDANCE
SCHOOL DIRECTORS
SCHOOL ENVIRONMENT
SCHOOL YEAR
SCHOOLING
SKILLS ACQUISITION
STUDENT ASSESSMENT
STUDENTS LEARNING
TEACHER
TEACHER ASSESSMENT
TEACHERS
TEACHING
WRITING SKILLS
WRITTEN LANGUAGE
YOUTH
Online Access:http://documents.worldbank.org/curated/en/2008/02/16350120/senegal-early-grade-reading-assessment-results-senegalese-primary-school-students-learning-read-french-wolof
http://hdl.handle.net/10986/12974

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