How Effective Are Early Grade Reading Interventions? : A Review of the Evidence

It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early grade reading interventions have emerged as a common means to attempt to address this problem. This paper presents a definition...

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Main Authors:	Graham, Jimmy, Kelly, Sean
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2018
Subjects:	EDUCATION QUALITY EDUCATION POLICY LITERACY EARLY GRADE READING READING TEACHER TRAINING INSTRUCTIONAL MATERIALS
Online Access:	http://documents.worldbank.org/curated/en/289341514995676575/How-effective-are-early-grade-reading-interventions-a-review-of-the-evidence http://hdl.handle.net/10986/29127

id	okr-10986-29127
recordtype	oai_dc
spelling	okr-10986-291272021-06-08T14:42:48Z How Effective Are Early Grade Reading Interventions? : A Review of the Evidence Graham, Jimmy Kelly, Sean EDUCATION QUALITY EDUCATION POLICY LITERACY EARLY GRADE READING READING TEACHER TRAINING INSTRUCTIONAL MATERIALS It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early grade reading interventions have emerged as a common means to attempt to address this problem. This paper presents a definition of early grade reading interventions as interventions that employ a combination of five components: at a minimum, they must train teachers to teach reading using simplified instructional techniques and evidence-based curricula. In addition, they typically include in-class coaching and the provision of instructional guidelines, instructional materials, or tools for student assessment. To develop a better understanding of the effectiveness of the interventions, the paper summarizes evidence from 18 early grade reading interventions, occurring across a large variety of contexts, including four World Bank regions and three World Bank income groups. The study finds that early grade reading interventions are consistently effective, although not infallible. The large majority had highly significant impacts on at least one reading subtask. However, only for a few interventions were effect sizes large enough to equate to more than a year's worth of schooling or create fluent readers on average. The cost of implementation varied widely, but some programs were highly cost-effective. Some programs failed to achieve impact altogether, although these programs were in the minority. In short, early grade reading interventions are not a guaranteed means to improve reading, and they rarely lead to fluency over a short span of time, but they are a mostly reliable means to make significant improvements in literacy over a short period of time. 2018-01-05T16:42:20Z 2018-01-05T16:42:20Z 2018-01 Working Paper http://documents.worldbank.org/curated/en/289341514995676575/How-effective-are-early-grade-reading-interventions-a-review-of-the-evidence http://hdl.handle.net/10986/29127 English Policy Research Working Paper;No. 8292 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION QUALITY EDUCATION POLICY LITERACY EARLY GRADE READING READING TEACHER TRAINING INSTRUCTIONAL MATERIALS
spellingShingle	EDUCATION QUALITY EDUCATION POLICY LITERACY EARLY GRADE READING READING TEACHER TRAINING INSTRUCTIONAL MATERIALS Graham, Jimmy Kelly, Sean How Effective Are Early Grade Reading Interventions? : A Review of the Evidence
relation	Policy Research Working Paper;No. 8292
description	It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early grade reading interventions have emerged as a common means to attempt to address this problem. This paper presents a definition of early grade reading interventions as interventions that employ a combination of five components: at a minimum, they must train teachers to teach reading using simplified instructional techniques and evidence-based curricula. In addition, they typically include in-class coaching and the provision of instructional guidelines, instructional materials, or tools for student assessment. To develop a better understanding of the effectiveness of the interventions, the paper summarizes evidence from 18 early grade reading interventions, occurring across a large variety of contexts, including four World Bank regions and three World Bank income groups. The study finds that early grade reading interventions are consistently effective, although not infallible. The large majority had highly significant impacts on at least one reading subtask. However, only for a few interventions were effect sizes large enough to equate to more than a year's worth of schooling or create fluent readers on average. The cost of implementation varied widely, but some programs were highly cost-effective. Some programs failed to achieve impact altogether, although these programs were in the minority. In short, early grade reading interventions are not a guaranteed means to improve reading, and they rarely lead to fluency over a short span of time, but they are a mostly reliable means to make significant improvements in literacy over a short period of time.
format	Working Paper
author	Graham, Jimmy Kelly, Sean
author_facet	Graham, Jimmy Kelly, Sean
author_sort	Graham, Jimmy
title	How Effective Are Early Grade Reading Interventions? : A Review of the Evidence
title_short	How Effective Are Early Grade Reading Interventions? : A Review of the Evidence
title_full	How Effective Are Early Grade Reading Interventions? : A Review of the Evidence
title_fullStr	How Effective Are Early Grade Reading Interventions? : A Review of the Evidence
title_full_unstemmed	How Effective Are Early Grade Reading Interventions? : A Review of the Evidence
title_sort	how effective are early grade reading interventions? : a review of the evidence
publisher	World Bank, Washington, DC
publishDate	2018
url	http://documents.worldbank.org/curated/en/289341514995676575/How-effective-are-early-grade-reading-interventions-a-review-of-the-evidence http://hdl.handle.net/10986/29127
_version_	1764468561989861376

How Effective Are Early Grade Reading Interventions? : A Review of the Evidence

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