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Inadequate foundational decoding skills constrain global literacy goals for pupils in low-and middle-income countries

Education

Inadequate foundational decoding skills constrain global literacy goals for pupils in low-and middle-income countries

M. Crawford, N. Raheel, et al.

A recent study analyzing reading assessment data from over half a million pupils in 48 low- and middle-income countries uncovers a startling lack of basic decoding skills among students aged 10. Conducted by Michael Crawford, Neha Raheel, Maria Korochkina, and Kathleen Rastle, this research points to the critical need for systematic phonics programs to boost reading fluency and better assessments.

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Abstract
Despite improvements in primary school enrollment, most students in low- and middle-income countries (LMICs) cannot read by age 10. This study analyzes reading assessment data from over half a million pupils in 48 LMICs, revealing a failure to acquire basic decoding skills. Pupils lack fluency in decoding printed words and often struggle with letter names and sounds. Performance gaps widen with each year, highlighting the need for a focus on decoding skills through systematic phonics programs and suitable assessments.
Publisher
Nature Human Behaviour
Published On
Nov 08, 2024
Authors
Michael Crawford, Neha Raheel, Maria Korochkina, Kathleen Rastle
Tags
reading assessment
decoding skills
fluency
low-and middle-income countries
systematic phonics
education

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