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Visual and linguistic factors in literacy acquisition: Instructional implication for beginning readers in low income countries
(World Bank, 2013)
Improving the quality of literacy teaching may require intervening at different levels, for example, encouraging school attendance and optimizing textbook format and teaching methods. Reading is a complex task involving ...
Reading fluency measurements in EFA FTI partner countries : outcomes and improvement prospects
(World Bank, 2011)
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 ...
Literacy for all in 100 days? A research based strategy for fast progress in low income countries
(World Bank, 2013)
In low-income countries many students are marginalized very early and remain illiterate. In grades 1-3 they attend rarely, though they may officially drop out in grade 4. Many others graduate from primary school without ...