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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Main Author:	Sprenger-Charolles, Liliane
Format:	Other Education Study
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

id	okr-10986-12974
recordtype	oai_dc
spelling	okr-10986-129742021-04-23T14:03:02Z Senegal : Early Grade Reading Assessment Sprenger-Charolles, Liliane 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 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 Achievement [PIRLS-IEA]), children's reading skills are not assessed before the fourth grade. For students who are poor readers, it is often too late by this time to carry out efficient and effective remedial instruction. To be efficient remedial instruction should be conducted as early as possible. In addition, most major assessments are only composed of reading comprehension tasks and do not take into account the level of word reading fluency (including accuracy and speed) and listening comprehension. However, research suggests that reading comprehension is associated with capacity in these complementary tasks. The last two analyses indicated that in the two groups (Wolof and French), correlations between socioeconomic status and various tasks were not significant and that socioeconomic status does not contribute to variance in reading skills. This was also the case for phonemic analysis and the knowledge of letter names, although correlations between these tasks and the reading tasks were high. Correlations between the pseudo-word and word reading tasks were very high, and the ability to read pseudo-words was the only skill that explained variance in word reading (isolated or in context). Finally, correlations between reading and listening comprehension were very high, and listening comprehension was the only skill that consistently explained variance in reading comprehension. 2013-03-26T21:58:21Z 2013-03-26T21:58:21Z 2008-02 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 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Economic & Sector Work :: Other Education Study Economic & Sector Work Africa Senegal
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English en_US
topic	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
spellingShingle	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 Sprenger-Charolles, Liliane Senegal : Early Grade Reading Assessment
geographic_facet	Africa Senegal
description	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 Achievement [PIRLS-IEA]), children's reading skills are not assessed before the fourth grade. For students who are poor readers, it is often too late by this time to carry out efficient and effective remedial instruction. To be efficient remedial instruction should be conducted as early as possible. In addition, most major assessments are only composed of reading comprehension tasks and do not take into account the level of word reading fluency (including accuracy and speed) and listening comprehension. However, research suggests that reading comprehension is associated with capacity in these complementary tasks. The last two analyses indicated that in the two groups (Wolof and French), correlations between socioeconomic status and various tasks were not significant and that socioeconomic status does not contribute to variance in reading skills. This was also the case for phonemic analysis and the knowledge of letter names, although correlations between these tasks and the reading tasks were high. Correlations between the pseudo-word and word reading tasks were very high, and the ability to read pseudo-words was the only skill that explained variance in word reading (isolated or in context). Finally, correlations between reading and listening comprehension were very high, and listening comprehension was the only skill that consistently explained variance in reading comprehension.
format	Economic & Sector Work :: Other Education Study
author	Sprenger-Charolles, Liliane
author_facet	Sprenger-Charolles, Liliane
author_sort	Sprenger-Charolles, Liliane
title	Senegal : Early Grade Reading Assessment
title_short	Senegal : Early Grade Reading Assessment
title_full	Senegal : Early Grade Reading Assessment
title_fullStr	Senegal : Early Grade Reading Assessment
title_full_unstemmed	Senegal : Early Grade Reading Assessment
title_sort	senegal : early grade reading assessment
publisher	World Bank, Washington, DC
publishDate	2013
url	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
_version_	1764420518874710016

Senegal : Early Grade Reading Assessment

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