Public Disclosure Authorized Literacy for All in 100 Days? Public Disclosure Authorized A research-based strategy for fast progress in low-income countries Helen Abadzi1 Global Partnership for Education Public Disclosure Authorized GPE Working Paper Series on Learning No. 7 May 30, 2013 This document is a perpetual draft, updated as new research becomes available. It exclusively represents the author’s personal views and does not imply endorsement of the World Bank or the Global Partnership for Education. Public Disclosure Authorized 1 Helen Abadzi is a Greek psychologist, who has worked since 1987 as an education specialist and senior evaluation officer in the World Bank and the Global Partnership for Education. She explores cognitive neuroscience applications that may improve the education of the poor. Her publications helped raise early-grade reading fluency to a high-level international priority. Email:
[email protected],
[email protected] 1 Executive Summary In low-income countries many students are marginalized very early and remain illiterate. In grades 1-3 they attend rarely, though they may officially drop out in grade 4. Many others graduate from primary school without having learned letter values. The worrisome outcomes, despite much donor investment in low-income countries, have prompted scrutiny of the methods, and textbooks used to make students literate. This document offers insights from cognitive neuroscience and evidence suggesting that students can be taught basic literacy within the first semester of grade 1, if taught in consistently spelled languages. Teaching students at risk of dropout to read as early as possible enhances equity. However, the reading methods used in many countries are complex and hard for teachers to execute.