Research briefs

Research brief

Letter Knowledge Predicts Grade 4 Reading Fluency and Reading Comprehension

By Ulla Leppänen, Kaisa Aunola, Pekka Niemi & Jari-Erik Nurmi

Published Learning and Instruction, 2008, 18, 548-564. DOI: 10.1016/j.learninstruc.2007.11.004

Research brief

A Comparison Between Verbal Working Memory and Vocabulary in Bilingual and Monolingual South African School Beginners: Implications for Bilingual Language Assessment

By Kate Cockcroft

Published International Journal of Bilingual Education and Bilingualism, 2016, 19(1), 74-88. DOI: 10.1080/13670050.2014.964172

Research brief

Child-centred versus Teacher-directed Teaching Practices: Associations with the Development of Academic Skills in the First Grade at School

By Marja-Kristiina Lerkkanen, Noona Kiuru, Eija Pakarinen, Anna-Maija Poikkeus, Helena Rasku-Puttonen, Martti Siekkinen & Jari-Erik Nurmi

Published Early Childhood Research Quarterly 36, 145-156.

Research brief

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia

By Amber Gove, Medina Korda Poole, & Benjamin Piper

Published In A. Gove, A. Mora, & P. McCardle (Eds.), Progress toward a literate world: Early reading interventions in low-income countries, New Directions for Child and Adolescent Development, 155, 77–95.

Research brief

Differentiation of Effect Across Systemic Literacy Programs in Rwanda, the Philippines, and Senegal

By Rachel Christina & Elena Vinogradova

Published In A. Gove, A. Mora, & P. McCardle (Eds.), Progress toward a literate world: Early reading interventions in low-income countries, New Directions for Child and Adolescent Development, 155, 51–65.

Research brief

GraphoLearn India: The Effectiveness of a Computer-Assisted Reading Intervention in Supporting Struggling Readers of English

By Priyanka Patel, Minna Torppa, Mikko Aro, Ulla Richardson, & Heikki Lyytinen

Published Front. Psychol. 9:1045. doi: 10.3389/fpsyg.2018.01045

Research brief

Great Expectations: A Framework for Assessing and Understanding Key Factors Affecting Student Learning of Foundational Reading Skills

By Audrey-Marie Moore, Amber Gove, & Karen Tietjen

Published In A. Gove, A. Mora, & P. McCardle (Eds.), Progress toward a literate world: Early reading interventions in low-income countries, New Directions for Child and Adolescent Development, 155, 13–30.

Research brief

Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis

By Young-Suk G. Kim, Hansol Lee, & Stephanie S. Zuilkowski

Published Child Development, 91(2), 638-660, DOI: 10.1111/cdev.13204

Research brief

Impact of Teachers’ Practices on Students’ Reading Comprehension Growth in Guatemala

By Fernando Rubio, Leslie Rosales de Véliz, María Cristina Perdomo Mosquera, & Ventura Salanic López

Published In A. Gove, A. Mora, & P. McCardle (Eds.), Progress toward a literate world: Early reading interventions in low-income countries, New Directions for Child and Adolescent Development, 155, 67–76.

Research brief

Improving Early Grade Reading Outcomes: Aprender a Ler in Mozambique

By Shirley Burchfield, Haiyan Hua, David Noyes, & Willem van de Waal

Published In A. Gove, A. Mora, & P. McCardle (Eds.), Progress toward a literate world: Early reading interventions in low-income countries, New Directions for Child and Adolescent Development. 155, 117–130.

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