Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga

Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga

Identifying cost-effective interventions to improve early literacy is vital to developing countries, given the importance of early literacy for an individual's future education outcomes and subsequent human capital formation. This paper presen...

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Bibliographic Details
Main Authors: Macdonald, Kevin, Brinkman, Sally, Jarvie, Wendy, Machuca-Sierra, Myrna, McDonall, Kris, Messaoud-Galusi, Souhila, Tapueluelu, Siosiana, Vu, Binh Thanh
Format: Working Paper
Language:English
en_US
Published: World Bank, Washington, DC 2017
Subjects:
early literacy
early childhood development
primary education
reading
Online Access:http://documents.worldbank.org/curated/en/651771484764766333/Pedagogy-versus-school-readiness-the-impact-of-a-randomized-reading-instruction-intervention-and-community-based-playgroup-intervention-on-early-grade-reading-outcomes-in-Tonga
http://hdl.handle.net/10986/25953

Internet

http://documents.worldbank.org/curated/en/651771484764766333/Pedagogy-versus-school-readiness-the-impact-of-a-randomized-reading-instruction-intervention-and-community-based-playgroup-intervention-on-early-grade-reading-outcomes-in-Tonga
http://hdl.handle.net/10986/25953

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