Description: Reading Fluency Measurements in EFA FTI Partner Countries : Outcomes and Improvement Prospects

Reading Fluency Measurements in EFA FTI Partner Countries : Outcomes and Improvement Prospects

Students in lower-income countries often acquire limited literacy in school and often drop out illiterate. For those who stay, the problem is not detected until it is too late to intervene. Oral reading fluency tests given in the early grades can q...

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Bibliographic Details
Main Author:	Abadzi, Helen
Language:	English en_US
Published:	World Bank, Washington, DC 2017
Subjects:	ACADEMIC KNOWLEDGE ACADEMIC PERFORMANCE ACHIEVEMENT TESTS ADDITION ADULTS BASIC SKILLS CLASSROOM CLASSROOMS COMPARATIVE STUDY COMPLEXITY COMPREHENSION CURRICULUM DONOR SUPPORT EARLY GRADES EARLY LITERACY EARLY READING EDUCATED PEOPLE EDUCATION FOR ALL EDUCATION PLANS EDUCATION SECTOR EDUCATION SYSTEM EDUCATIONAL AUTHORITIES EDUCATIONAL DEVELOPMENT EDUCATIONAL QUALITY EDUCATORS ENROLLMENT ENROLLMENT INCREASES EXPERIMENTAL SCHOOLS EXTRACURRICULAR ACTIVITIES FACULTIES FOUNDATION SKILLS GRADUATION RATES HIGH SCHOOL HIGHER GRADES HIGHER INCOMES HOMEWORK ILLITERACY ILLITERACY RATES ILLITERATE PARENTS INSTRUCTIONAL APPROACH INSTRUCTIONAL CONDITIONS INSTRUCTIONAL HOURS INSTRUCTIONAL ISSUES INSTRUCTIONAL SUPPORT INSTRUCTIONAL TIME INTERVENTIONS LABORATORY USE LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGES LEARNERS LEARNING LEARNING OPPORTUNITIES LEARNING OUTCOMES LESSON PLANS LEVELS OF EDUCATION LIMITED LITERACY LINGUISTIC DIFFERENCES LINGUISTICS LISTENING LITERACY LITERACY SKILLS LITERATURE LOCAL SCHOOLS LOW-INCOME STUDENTS MATHEMATICS MEANING MINISTRY OF EDUCATION MOTHER TONGUE NATIONAL CURRICULUM NATIONAL SCHOOLS POOR READERS PRESCHOOLERS PRIMARY CYCLE PRIMARY DETERMINANT PRIMARY GRADES PRIMARY SCHOOL PROFESSIONAL DEVELOPMENT PROFICIENCY QUALITY STANDARDS READING READING ACHIEVEMENT READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING MATERIALS READING METHODS READING SKILLS READING TIME REMEDIAL READING REPETITION RESEARCHERS SCHOOL DAY SCHOOL ENTRY SCHOOL LEVEL SCHOOL READING SCHOOL YEAR SCHOOL YEARS SCHOOLS SCIENCE STUDY SECOND LANGUAGE SECONDARY EDUCATION SECONDARY SCHOOL SKILLS ACQUISITION SPEAKING SPECIAL EDUCATION STUDENT ACHIEVEMENT STUDENT OUTCOMES STUDENT PERFORMANCE SUBJECT MATTER SYLLABUS TEACHER TEACHER TRAINING TEACHING TECHNICAL KNOWLEDGE TEST SCORES TEXTBOOK TEXTBOOK AVAILABILITY TEXTBOOK PROCUREMENT TEXTBOOKS TUTORING UNIVERSAL PRIMARY EDUCATION UNIVERSITIES VILLAGE EDUCATION VILLAGE EDUCATION COMMITTEES VILLAGE MEETINGS VOCABULARY WRITING SYSTEMS
Online Access:	http://documents.worldbank.org/curated/en/925221468179361979/Reading-fluency-measurements-in-EFA-FTI-partner-countries-outcomes-and-improvement-prospects http://hdl.handle.net/10986/26822

Description
Summary:	Students in lower-income countries often acquire limited literacy in school and often drop out illiterate. For those who stay, the problem is not detected until it is too late to intervene. Oral reading fluency tests given in the early grades can quickly and inexpensively assess student literacy. For this reason, one-minute reading studies have been popular. A search carried out in early 2010 showed that over 50 fluency studies have been conducted in various countries, and that norms have been established in the U.S., Mexico, and Chile. The studies often reported data in ways that were not easily comparable, and few had collected nationally representative data. However, the findings consistently showed very limited achievement. A multi-country study matching reading and instructional time data showed that the deficits are largely due to limited reading practice. The findings also suggest that few governments have taken action to improve reading outcomes on the basis of test scores. However, a number of pilot reading programs that emphasized phonics and practice were financed by donors and implemented by Non-Governmental Organizations (NGOs). These brought about substantial improvements within a few months. Their success suggests that it is eminently feasible to raise student outcomes significantly through evidence based reading methods. Overall, the oral reading fluency tests have shown good psychometric properties, although reading achievement typically shows much variability within classes and sampling procedures could improve. Cross-linguistic comparability is rough and approximate, but overall it is possible to monitor reading outcomes across time and countries.

Reading Fluency Measurements in EFA FTI Partner Countries : Outcomes and Improvement Prospects

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