000			05306cam a22004698i 4500
001			BRILL9789004402379
003			nllekb
005			20260610104725.0
007			cr un uuuua
008			190320s2019 ne b 000 0 eng
020			_a9789004402379 _q(electronic book)
020			_z9789004402355 _q(print)
024	7		_a10.1163/9789004402379 _2DOI
035			_a(OCoLC)1098219612
040			_aNL-LeKB _cNL-LeKB _erda
050	0	0	_aLB1139.5.L35 _bI635 2019
072		7	_aJNFD _2bicssc
072		7	_aEDU _x029020 _2bisacsh
082	0	0	_a372.6 _223
245	0	0	_aImproving early literacy outcomes : _bcurriculum, teaching, and assessment / _cEdited by Nic Spaull and John P. Comings.
264		1	_aLeiden Boston : _bBrill | Sense, _c2019.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aIBE on Curriculum, Learning, and Assessment; _vvolume4
490	1		_aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836
504			_aIncludes bibliographical references.
505	0	0	_tFront Matter -- Copyright page -- Foreword / _rMmantsetsa Marope -- Notes on the chapters -- Notes on Contributors -- Introduction / _rNic Spaull -- The Early Reading Curriculum / _rClaire McLachlan -- Aligning Curriculum and Assessment in Early Reading Education / _rPeter Afflerbach -- Assessing Early Literacy Outcomes in Burkina Faso and Senegal / _rNic Spaull and Adaiah Lilenstein -- Getting It Right from the Start / _rElizabeth J. Pretorius -- The Teaching of Reading and Writing in Second- and Multi-Language Contexts / _rRobert Savage and Marie-France Côté -- Early Literacy Instruction in India / _rShobha Sinha -- Challenges Associated with Reading Acquisition in Sub-Saharan Africa / _rHeikki Lyytinen, Emma Ojanen, Jacqueline Jere-Folotiya, Stella Damaris Ngorosho, Francis Sampa, Pamela February, Flora Malasi, Jonathan Munachaka, Christopher Yalukanda, Kenneth Pugh and Robert Serpell -- Entering into the Written Culture to Overcome Inequalities / _rAlejandra Medina -- Those Children Who Are Left Behind / _rBeatriz Diuk -- We Want to Learn / _rAna María Borzone and Mariela Vanesa De Mier -- Powerful Reforms in Early Language and Literacy Instruction in India / _rShailaja Menon, Sajitha S. Kutty, Neela Apte, Abha Basargekar and Ramchandar Krishnamurthy -- Integrating Curriculum, Teaching, and Learning Materials to Improve Learning Outcomes in Early Grade Reading / _rAmapola Alama -- Teaching and Learning to Read and Write in a Multilingual Context / _rBernard Schneuwly, Sandrine Aeby Daghé, Irina Leopoldoff, Glaís Sales Cordeiro, Thérèse Thévenaz-Christen and Simon Toulou -- Teaching Reading in Burkina Faso / _rSandrine Aeby Daghé, Irina Leopoldoff, Thérèse Thévenaz-Christen and Victor Yaméogo -- Modules to Train Teachers to Teach Reading and Writing in Niger / _rBernard Schneuwly, Simon Toulou and Maman Mallam Garba -- Senegal / _rThérèse Thévenaz-Christen and Glaís Sales Cordeiro.
520			_aLearning to read and write for meaning and pleasure are arguably the two most important competences that children acquire in primary school. Yet, in 2019 more than one half of children worldwide do not reach this first rung on the literacy ladder. Improving Early Literacy Outcomes aims to address this head-on, by foregrounding the work of more than 40 researchers, most of them living in, and working on, developing countries. Their contributions illuminate, magnify, and discover anew the importance of improving early reading, through precise alignment of curriculum, teaching, and assessment, and with a special focus on some of the most under-studied countries in the world (e.g., Burkina Faso, Niger, and Senegal). Through probing analyses of research, policy, and practice, the book highlights the common experiences of high aspirations repeatedly confronting harsh realities. Sixteen interconnected chapters cast an ever-vigilant and deflationary eye on the temptation to take an unrealistic approach to early literacy, and also caution against lumping all languages, contexts, and policy-challenges into a single heap. This book provides an indispensable guide to policymakers, practitioners, educators, and academics working towards the realisation of the UN Sustainable Development Goals (SDGs). Improving the teaching, learning, and assessment of early grade literacy is key not only to expanding the quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.
650		0	_aLanguage arts (Early childhood)
650		0	_aLiteracy _xStudy and teaching (Early childhood)
650		0	_aEarly childhood education _xCurricula.
650		0	_aEducational equalization.
700	1		_aSpaull, Nic, _eeditor.
700	1		_aComings, John P. _q(John Paul), _eeditor.
776	0	8	_iPrint version: _tImproving early literacy outcomes: curriculum, teaching, and assessment, _dLeiden Boston: Brill | Sense, 2019 _w9789004402355
830		0	_aIBE on Curriculum, Learning, and Assessment; _vvolume4.
830		0	_aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004402379
999			_c10963 _d10963