Save the Children’s Literacy Boost

1. Save the Children’s Literacy Boost USDA Food for Education Program: The Importance of School Feeding in Conjunction with Improved Early Grade Literacy International Food Aid & Development Conference May 8, 2012

2. Road map • Why literacy – the global context? • Research on reading – 4 key lessons • The Literacy Boost model • Evidence and Results • Recommendations and lessons learned

3. 2000-2008: Progress in enrollment

4. Drop-off in completion

5. Schooling doesn’t guarantee skills Ghana learning pyramid: 2005 DHS data Enrollment Completion Learning

6. Struggling Readers Across Africa

7. Reading development is essential in the early grades of primary school and entails the development of: Letter knowledge Phonological awareness Fluency Vocabulary Comprehension (Snow, Burns and Griffin, 1998)THEREFORE: WE MUST DIRECTLY ADDRESS ALL FIVE SKILLS EARLY 1. Building on what the research says…

8. 2. Building on what the research says… Reading is complex. It is a cognitive, social and cultural activity. Its development leads to literacy, which is at once an individual competence, a social act, and a cultural tool (Wagner, 2010; New, 2001).THEREFORE: WE MUST LINK READING TO LIFE IN CONTENT AND ACTIVITY

9. 3. Building on what the research says… The real, predictive power of motivation to read must be lit and sustained using child-centered and active learning approaches that ensure progress to and success in higher levels of education (Pang, Muaka, Berhnardt & Kamil, 2003; Snow, Burns and Griffin, 1998). Ensuring children’s active participation in classroom sessions and via practice in the home is essential to learning to read. THEREFORE: WE MUST MAKE READING ACTIVE AND FUN

10. 4. Building on what the research says… Children’s literacy development happens in schools and homes, and requires materials. It depends on both teachers and parents (Goldenberg, 2001, Hood, 2008), and on finding the means to enrich the type and amount of reading materials in children’s lives. For optimally effective programming, parents and teachers must collaborate both inside and outside the school walls. THEREFORE: WE MUST ADDRESS READING AND READING MATERIALS INSIDE SCHOOLS AND OUT

11. Directly address all five key reading skills early Link reading to life in content and activity Make reading active and fun Address reading and reading materials inside schools and out Research evidence says:

12. Literacy Boost Toolkit: Three Components • Assessment of skills, literacy environment and background

13. Literacy Boost Toolkit: Three Components • Teacher training: 9 monthly, interactive ½ day sessions held locally

14. Literacy Boost Toolkit: Three Components • Community Action: materials and opportunities to read them

15. Ethiopia: Grade 3 Reading Skill End of School Year Scores Learning Impact: 3 months

16. Learning Impact: 1 year Nepal. Grade 2 reading and math skill gains

17. Learning Impact : 2 years Mozambique: Average reading skills of incoming 3rd graders by year

18. Learning Equity Pakistan: Pashto reading fluency gains

19. Learning Equity

20. Learning Equity

21. Takeaways for USDA programs • Explicit focus on reading • Work inside and outside of schools • “Reading to learn” takes time • Access and equity effect • Other activities still matter • Fruitful area for partnership

22. Thank you! Eric Eversmann Senior Director, Basic Education Save the Children USA eeversmann@savechildren.org