Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention
Publication
, Journal Article
Wolf, S; Turner, EL; Jukes, MCH; Dubeck, MM
Published in: International Journal of Educational Development
September 1, 2018
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.
Duke Scholars
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Published In
International Journal of Educational Development
DOI
ISSN
0738-0593
Publication Date
September 1, 2018
Volume
62
Start / End Page
27 / 34
Related Subject Headings
- Education
- 3903 Education systems
- 3902 Education policy, sociology and philosophy
- 1303 Specialist Studies in Education
Citation
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ICMJE
MLA
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Wolf, S., Turner, E. L., Jukes, M. C. H., & Dubeck, M. M. (2018). Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention. International Journal of Educational Development, 62, 27–34. https://doi.org/10.1016/j.ijedudev.2018.02.004
Wolf, S., E. L. Turner, M. C. H. Jukes, and M. M. Dubeck. “Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention.” International Journal of Educational Development 62 (September 1, 2018): 27–34. https://doi.org/10.1016/j.ijedudev.2018.02.004.
Wolf S, Turner EL, Jukes MCH, Dubeck MM. Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention. International Journal of Educational Development. 2018 Sep 1;62:27–34.
Wolf, S., et al. “Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention.” International Journal of Educational Development, vol. 62, Sept. 2018, pp. 27–34. Scopus, doi:10.1016/j.ijedudev.2018.02.004.
Wolf S, Turner EL, Jukes MCH, Dubeck MM. Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention. International Journal of Educational Development. 2018 Sep 1;62:27–34.
Published In
International Journal of Educational Development
DOI
ISSN
0738-0593
Publication Date
September 1, 2018
Volume
62
Start / End Page
27 / 34
Related Subject Headings
- Education
- 3903 Education systems
- 3902 Education policy, sociology and philosophy
- 1303 Specialist Studies in Education