Helen Abadzi, Ph.D.
Browse by
Dr. Helen Abadzi retired in 2013 from the World Bank.
- Ph.D. Psychology, University of Texas at Arlington, 1983
- Ph.D. Educational Administration, University of Alabama, 1975
- M.A. Educational Psychology, University of Alabama, 1974
- M.S. Psychology, Auburn University, Auburn, Alabama, 1973
- B.A. Psychology, Georgia State University, Atlanta, Georgia, 1972
E-Mail: habadzi@gmail.com
Collections in this community
Recent Submissions
-
What we know about acquisition of adult literacy: is there hope?
(The International Bank for Reconstruction and Development/World BankDepartment of Education Curriculum and Instruction, The University of Texas at Arlington, June 1994)Literacy acquired in childhood positively influences quality of life, but the effects of literacy acquired in adulthood are not well known. Experience shows that literacy is not easily disseminated to adults and that the ... -
Why we need ancient Greek and how to remember it: Comparisons between Greece and South Asia
(Department of Education Curriculum and Instruction, The University of Texas at Arlington, 1994) -
Effective teacher training in low income countries: The power of observational learning research
(World BankDepartment of Education Curriculum and Instruction, The University of Texas at Arlington, November 2)The Education for All (EFA) initiative depends on students being taught by suitably and sufficiently trained teachers. But time-on-task studies conducted in low-income countries show that relatively little time is being ... -
Developing cross language metrics for reading fluency measurement: Some issues and options
(World BankDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2012)Since 2005, over 70 oral reading fluency tests have been given in many languages and scripts, either as part of the Early Grade Reading Assessment (EGRA) or as individual one-minute tests. Particularly in multilingual ... -
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 ... -
How to speed up Arabic literacy for lower-income students? Some insights from cognitive neuroscience.
(World BankDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2012) -
Education for All in Low-Income Countries: A Crucial Role for Cognitive Scientists
(Sciencedomain InternationalDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2013)Donor funding has helped enroll in school most children of low-income countries. However, students get little schooling and few opportunities to encode and consolidate information. Many fail to learn and automatize the ... -
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 ... -
Can adults become fluent in newly learned scripts?
(Hindawi Publishing CorporationDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2012)Adults learning new scripts have difficulty becoming automatic readers. They typically read haltingly, understand little of what they read, and may forget letter values. This article presents the hypothesis that halting ... -
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 ... -
Instructional time loss in developing countries : concepts, measurement, and implications
(World Bank, 2009)Students in developing countries are often taught for only a fraction of the intended number of school hours. Time is often wasted due to informal school closures, teacher absenteeism, delays, early departures, and poor ... -
Absenteeism and beyond: instructional time loss and consequences
(World BankDepartment of Curriculum and Instruction, The University of Texas at Arlington, October 20)Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended ... -
Efficient Learning For the Poor: New insights Into Literacy Acquisition for Children
(SpringerDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2008)Reading depends on the speed of visual recognition and capacity of short-term memory. To understand a sentence, the mind must read it fast enough to capture it within the limits of the short-term memory. This means that ... -
Teaching adults to read better and faster: results from an experiment in Burkina Faso
(World Bank, 2003)Abstract Two cognitively oriented methods were tested in Burkina Faso to help illiterates learn to read more efficiently. These were (a) speeded reading of increasingly larger word units and (b) phonological awareness ... -
Improving adult literacy outcomes: lessons from cognitive research for developing countries
(World Bank, 2003)Abstract Despite the existence of about one billion illiterates in the world, adult literacy programs make up 1-5 percent of government or donor budgets, and they remain severely underfunded in comparison to primary ... -
Adult Literacy: A Review of Implementation Experience
(World Bank, Operations Evaluation DepartmentDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2003)Worldwide, nearly a billion adults, at least 600 million of them women, are illiterate. Adult literacy is highly relevant to poverty alleviation efforts worldwide, because in the 21st century much of the information needed ... -
Efficient Learning for the Poor : Insights from the Frontier of Cognitive Neuroscience
(The International Bank for Reconstruction and Development/World BankDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2006)This book integrates research into applications that extend from preschool brain development to the memory of adult educators. In layman's terms, it provides explanations and answers to questions such as: Why do children ... -
Strategies and policies for literacy
(UNESCO, 2004-05-31)Executive Summary Despite the existence of about one billion illiterates in the world, adult literacy programs make up 1–5 percent of government or donor budgets, and they remain severely underfunded in comparison to ... -
Cognitive Psychology in the Seminar Room
(Economic Development Institute, World Bank, 1990)Summary: This paper looks at ways for a trainer giving a seminar to increase the chances that participants will retain the material presented and use it in their work. It also looks at the techniques which make information ... -
A Texas city magnet program: 1981-82 evaluation materials and results
(Fort Worth Independent School District, Texas. Department of Research and Evaluation, 1984)In order to promote voluntary integration in two high schools and a middle school, the Fort Worth Independent School District in Texas developed a magnet program that offers specialized curricula: engineering at the all ...
RSS 1.0