Literacy Around the World
September 8, 2018 is International Literacy Day. Founded to actively mobilize the international community and to promote literacy as an instrument to empower individuals, communities, and societies, it is now celebrated around the world. Learn more about the projects, people, research, and in-country technical assistance that are contributing to the effort.
See our International Literacy Day 2018 Fact Sheet and this Q&A with Terry Salinger, AIR's chief scientist for literacy research >>
Although the educational and social context in Honduras presents challenges, the local community has invested considerable time and effort in successfully improving education quality for their children. The USAID-funded Teacher Citizen Participation Project—known as Proyecto EducAcción—aimed to improve child literacy rates through strengthened community participation in education, teacher professional development, and increased access to reading materials.
Despite a twofold increase in primary school enrollment in Mozambique over the past 15 years, educational outcomes remain largely inadequate. Vamos Ler! aims to ensure that Grades 1 to 3 students in Nampula and Zambézia provinces can achieve grade-level fluency and comprehension in local languages.
Students entering primary school in developing countries often struggle when learning to read for various reasons: formal education systems lack resources, teachers are not well prepared, classes are overflowing, children enter school with very little exposure to print, and the language differs from the child’s home language. In partnership with Catholic Relief Services, AIR is creating, implementing, and evaluating a Child Literacy Development program for Grade 1 and 2 children in Laos and for Grade 1 in Guatemala.
Many students around the world grow up and go to school in multilingual environments, yet there isn’t enough evidence about how to effectively promote reading acquisition in linguistically diverse contexts. The Facilitating Reading Acquisition in Multilingual Environments (FRAME) study addresses this gap by examining the predictors of biliteracy acquisition in South India. Read the final report and related commentary by Pooja Reddy Nakamura, Language in Learning and Literacy: Native Tongues First.
Literacy is a fundamental skill that serves as the foundation for an individual’s future learning and, collectively, for a country’s social and economic development. The LAC Reads Capacity Program (LAC) aims to increase the impact, scale, and sustainability of early grade reading interventions in the LAC region through the development of state-of-the-art knowledge resources. Watch Rebecca Stone and Josefina Vijil talk about key findings from their work on the region’s first systematic review of the literature on early grade reading >>
The purpose of this study on early grade reading and English language learning in primary education in Ethiopia was to explore current policies and practice and make evidence-based recommendations to improve early grade reading and English language learning in Ethiopia.
In the United States
Recent research suggests that dual language education programs, a type of bilingual education program in which students are taught literacy and academic content in English and a partner language, provide more opportunities for English learners (ELs) to reach higher levels of academic achievement. Read our blog post, Five Ways States Can Support Dual Language Programs, and watch our video, Making Research Relevant: Dual Language Programs Explained for more on this subject.
In 2013, 4.4 million U.S. public school students were classified as English language learners. These students come to school with the benefit of speaking a language other than English. The Center supports states, districts, and schools as they work with ELLs to achieve English proficiency and meet content standards. Watch the webinar recording of English Learners and Close Reading: Providing Scaffolding for Writing >>
The Native American and Alaska Native Children in School discretionary grants program aims to reduce the persistent achievement gap between Native American and Alaska Native youth and their peers in reading and English language arts and college readiness in reading. This qualitative study examined the types of activities grantees funded, and the perceived benefits, challenges, and lessons learned.
According to the Program for Assessment of Adult Competencies (PIAAC), the latest international survey of adult literacy, one in six Americans struggle with basic literacy. In this video, students share their struggles and triumphs, including those of a grandmother taking classes because she couldn’t understand her young grandchildren’s homework, an immigrant who is learning English to get ahead financially, and a laid-off worker convinced that a GED is crucial to getting a job.
Tapping the Potential: Infographics Illustrate Need for Further Skills Training Among American Adults
This series of infographics illustrates the need for further literacy, numeracy and skills training among adults in America. PIAAC findings show adults in the U.S. lagged behind other countries in the industrialized world in each of the three skill areas. The infographics highlight findings for each state and the U.S. overall