Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention


Journal Article

© 2018 Elsevier Ltd This study uses data from the Health and Literacy Intervention (HALI) program evaluation, an in-service teacher training program focused on early grade literacy instruction for class one teachers. We assess how changes in classroom instructional processes impacted by the HALI teacher training were associated with improved early literacy outcomes for children. We find that experimentally induced increases in exposure to print—measured both through changes to time spent reading in class and through print displayed in the classroom—were associated with improvements in students’ reading fluency and reading comprehension. Implications for global education efforts to improve learning outcomes are discussed.

Full Text

Duke Authors

Cited Authors

  • Wolf, S; Turner, EL; Jukes, MCH; Dubeck, MM

Published Date

  • September 1, 2018

Published In

Volume / Issue

  • 62 /

Start / End Page

  • 27 - 34

International Standard Serial Number (ISSN)

  • 0738-0593

Digital Object Identifier (DOI)

  • 10.1016/j.ijedudev.2018.02.004

Citation Source

  • Scopus