Save the Children’s Literacy Boost

USDA Food for Education Program: The Importance of School Feeding in Conjunction with Improved Early Grade Literacy

International Food Aid & Development Conference

May 8, 2012

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Road map

• Why literacy – the global context?• Research on reading – 4 key

lessons• The Literacy Boost model• Evidence and Results• Recommendations and lessons

learned

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2000-2008: Progress in enrollment

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Drop-off in completion

Schooling doesn’t guarantee skills

Ghana learning pyramid:

2005 DHS data

Enrollment

Completion

Learning

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Struggling Readers Across Africa

48%

75%

7% 0% 10%

47%52%

25%

93%100%

90%

53%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Ethiopia, Dendi

(grade 3)

Ethiopia, Tigray

(grade 3)

Mali

(grade 3)

Uganda

(grades 1-2)

Malawi

(grade 2)

Mozambique

(grade 3)

Non-readers Readers

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Reading development is essential in the early grades ofprimary school and entails the development of: 1. Letter knowledge 2. Phonological awareness3. Fluency4. Vocabulary5. Comprehension

(Snow, Burns and Griffin, 1998)

THEREFORE: WE MUST DIRECTLY ADDRESS ALL FIVE SKILLS EARLY

1. Building on what the research says…

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2. Building on what the research says…

Reading is complex. It is a cognitive, social and cultural activity. Its development leads to literacy, which is at once an individual competence, a social act, and a cultural tool (Wagner, 2010; New, 2001).

THEREFORE: WE MUST LINK READING TO LIFE IN CONTENT AND ACTIVITY

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3. Building on what the research says…

The real, predictive power of motivation to read must be lit and sustained using child-centered and active learning approaches that ensure progress to and success in higher levels of education (Pang, Muaka, Berhnardt & Kamil, 2003; Snow, Burns and Griffin, 1998). Ensuring children’s active participation in classroom sessions and via practice in the home is essential to learning to read.

THEREFORE: WE MUST MAKE READING ACTIVE AND FUN

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4. Building on what the research says…

Children’s literacy development happens in schools and homes, and requires materials. It depends on both teachers and parents (Goldenberg, 2001, Hood, 2008 ), and on finding the means to enrich the type and amount of reading materials in children’s lives. For optimally effective programming, parents and teachers must collaborate both inside and outside the school walls.

THEREFORE: WE MUST ADDRESS READING AND READING MATERIALS INSIDE SCHOOLS AND OUT

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1. Directly address all five key reading skills

early

2. Link reading to life in content and activity

3. Make reading active and fun

4. Address reading and reading materials

inside schools and out

Research evidence says:

Literacy Boost Toolkit: Three Components

1. Assessment of skills, literacy environment and background

Literacy Boost Toolkit: Three Components

2. Teacher training: 9 monthly, interactive ½ day sessions held locally

Literacy Boost Toolkit: Three Components

3. Community Action: materials and opportunities to read them

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94% 97%81%

91% 89%69%

0%10%20%30%40%50%60%70%80%90%

100%

Concepts about

Print

Letter knowledge Single Word

Reading

Literacy Boost

Comparison

Ethiopia: Grade 3 Reading Skill End of School Year Scores

Learning Impact: 3 months

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9.2 8.1

21.1

2.7

15

4.9

9.9 9

2.8 2.70

5

10

15

20

25

letters identified

(% of 36)

fluency (wcpm) accuracy

(% points)

Comprehension

(% points)

numeracy

(% points)

Literacy Boost

Comparison

Learning Impact: 1 year

Nepal. Grade 2 reading and math skill gains

17

6264

63

9

47

71

62

44

35

19

5

29

50

38

0

10

20

30

40

50

60

70

2009

2011

Letters

indentified

(%)

Fluency

(wpm)

Phonemic

Awareness

(% correct)

Vocabulary

(% correct)

Accuracy

(% read

correctly)

Compre-

hension

(% correct)

Writing

(% correct)

Learning Impact : 2 years

Mozambique: Average reading skills of incoming 3rd graders by year

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Learning Equity

20

23

31

2224

28

24 242626

30

37

0

5

10

15

20

25

30

35

40

reading camp twice a month reading camp once a week reading camp twice a week

gain

in w

ord

s re

ad c

orr

ectly

per m

inut

e

low SES, borrows 2 times/month medium SES, borrows 2 times/month

high SES, borrows 2 times/month low SES, borrows 4 times/month

Pakistan: Pashto reading fluency gains

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Malawi. Standard 4 Chichewa Fluency by Class Size and

School Type

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14

16

18

20

22

24

26

28

75 children 100 children 125 children 150 children 175 children

Literacy Boost

Comparison

Learning Equity

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Learning Equity

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Takeaways for USDA programs

Explicit focus on reading

Work inside and outside of schools

“Reading to learn” takes time

Access and equity effect

Other activities still matter

Fruitful area for partnership

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Thank you!

Eric EversmannSenior Director, Basic EducationSave the Children USAeeversmann@savechildren.org