Description: Timor-Leste : An Analysis of Early Grade Reading Acquisition

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Timor-Leste : An Analysis of Early Grade Reading Acquisition

This report examines the status of reading acquisition in Timor-Leste's primary schools. It is written for education stakeholders and policy makers in Timor-Leste, including government officials, politicians, educators, parents, Timor-Leste�...

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Bibliographic Details
Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2017
Subjects:	ACHIEVEMENT ADDITION AGE OF STUDENTS ATTENDANCE AT SCHOOL ATTENDANCE RATES AVERAGE SCORE BASIC EDUCATION BASIC READING CALL CLASSROOM CLASSROOMS COMPREHENSION COMPUTATION CURRICULAR MATERIALS CURRICULUM CURRICULUM DEVELOPERS CURRICULUM MATERIALS DIALECTS DISSERTATION EARLY CHILDHOOD EARLY GRADES EARLY READING EDUCATION ENVIRONMENT EDUCATION EXPERTS EDUCATION FOR ALL EDUCATION OUTCOMES EDUCATION SECTOR EDUCATION STATISTICS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ENVIRONMENT EDUCATIONAL RESEARCH EDUCATORS ENROLLMENT GIRLS GRADE REPETITION HOMEWORK HUMAN DEVELOPMENT ILLITERACY INDIGENOUS LANGUAGES INSTRUCTION INSTRUCTIONAL MATERIALS KINDERGARTEN LANGUAGE OF INSTRUCTION LANGUAGE POLICY LANGUAGE SKILLS LANGUAGES LEADERSHIP LEARNING LEARNING ENVIRONMENT LEARNING MATERIALS LEARNING OUTCOMES LEARNING PROCESS LEVEL OF ILLITERACY LIBRARIES LISTENING LITERACY LITERACY CAMPAIGN LITERACY LEVELS LITERATURE MINISTRIES OF EDUCATION MINISTRY OF EDUCATION NATIONAL ASSESSMENTS NONGOVERNMENTAL ORGANIZATIONS NUMBER OF SCHOOLS PARENTAL INVOLVEMENT PEDAGOGICAL APPROACHES PRESCHOOL CURRICULUM PRESCHOOL EDUCATION PRESCHOOL TEACHERS PRIMARY EDUCATION PRIMARY EDUCATION CYCLE PRIMARY GRADE PRIMARY GRADES PRIMARY SCHOOL PRIMARY SCHOOL AGE PRIMARY SCHOOL AGE CHILDREN PRIMARY SCHOOL ENVIRONMENT PRIMARY SCHOOLING PRIMARY SCHOOLS PRIMARY STUDENTS PRIMARY TEACHERS PRINCIPALS PUBLISHERS QUALITY OF TEACHING READERS READING READING ABILITY READING ACHIEVEMENT READING COMPREHENSION READING INSTRUCTION READING MATERIALS READING SKILLS REPETITION RESEARCH SPECIALIST SCHOOL ATTENDANCE SCHOOL CHILDREN SCHOOL LIBRARIES SCHOOL LIFE SCHOOL READING SCHOOL YEAR SCHOOLING SCHOOLS SECONDARY EDUCATION SOCIOLOGY SPEAKING STUDENT LEARNING TEACHER TEACHER SUPPORT TEACHER TRAINERS TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHERS TEACHING TECHNICAL ASSISTANCE TRAINING PROGRAMS UNIVERSITY LEVEL VOCABULARY WRITING ABILITY WRITING SKILLS
Online Access:	http://documents.worldbank.org/curated/en/210411468117254153/Timor-Leste-An-analysis-of-early-grade-reading-acquisition http://hdl.handle.net/10986/27847

Description
Summary:	This report examines the status of reading acquisition in Timor-Leste's primary schools. It is written for education stakeholders and policy makers in Timor-Leste, including government officials, politicians, educators, parents, Timor-Leste's donor partners and Non Governmental Organizations (NGOs) active in the country. Because the report is aimed at those who are already familiar with the education system in Timor-Leste, it will not attempt to describe the education system, its history, or the issues, with one important exception, that policy makers and stakeholders are currently confronting. One issue in Timor-Leste, however, merits special mention in the context of this analysis. Approximately 30 percent of primary school age children in Timor-Leste are not enrolled in primary school because they never started school or have dropped out. This study assesses the reading ability only of those children who are in school. The findings show significant problems with reading acquisition for children in school. If those children who are not in school had been included in the sample, the results will be lower than those currently presented. In Timor-Leste, improving reading acquisition in the early grades is expected to lead to better learning outcomes, as well as to better access, reduced repetition and fewer drop outs.