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Solid Foundations, Mother-Tongue Literacy, and the Transition to Adolescence

坚实的基础、母语读写能力和向青春期的过渡

基本信息

批准号：
ES/V001132/1
负责人：
Rebecca THORNTON
金额：
$ 12.9万
依托单位：
University of Illinois Urbana-Champaign
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FV001132%2F1
关键词：
Solid Foundations Mother Tongue Literacy

项目摘要

A large amount of money goes into funding education, especially literacy, with the belief that there will be long-term, positive effects. However, literacy rates - especially in Sub-Saharan Africa - remain incredibly low. Very few of the hundreds of rigorously evaluated interventions show more than moderate gains in student learning; almost none provide longitudinal evidence on longer-term outcomes. In short, there is little evidence from longitudinal studies in Africa about the effects of early learning on later school or life outcomes, and whether a strong early foundation better supports transitions, paving the way for continuing education, life-long learning and post-primary success. In response to this gap, our project will provide some of the first rigorous evidence regarding how investments in the early years of schooling from a highly successful literacy program can translate into long-term academic success and life outcomes. The project builds upon a randomized evaluation of an early grade literacy program in Northern Uganda. The evaluation involved 128 schools and studied a teacher training and support program for mother-tongue literacy in grades one through three. After four years of the program, we found massive effects of the program: Grade 4 pupils tested in 2017 after being exposed to the program in grades 1-3 scored 0.92 standard deviations higher in mother tongue reading - equivalent to 6.3 grade levels - more than the control students. The effects on English oral reading fluency were almost just as large. While it was impressive that such large gains were possible, in a post-conflict low-resource setting, a new set of open questions emerged. Specifically, at the end of 2017, only 52% of our study respondents were found during school visits. Importantly, we found no differential attrition across study arms - in other words, despite the unprecedented learning gains from the program, there was no positive impact on keeping children in school suggesting that outside factors - such as barriers and marginalization - rather than learning, play an important role in education transitions.This study addresses the following new questions: 1. How do children and parents/guardians plan for, and navigate challenges to, successful school and life transitions and how does early grade literacy help this navigation and transitions? 2. What are the causal effects of solid foundations in early grade literacy on learning, life skills, and school and life transitions? 3. What are the factors that, in a resource-poor environment, affect children's ability to harness the potential returns of early literacy skills? This proposed study will extend the NULP longitudinal data by interviewing a sub-sample of children and their parents/caregivers as they transition into adolescence. We will collect three rounds of data from children, and one round of data from parents/caregivers, over two years to measure learning life skills, school and life transitions. The study will conduct innovative qualitative child journey mapping and quantitative experimental analyses to provide some of the first evidence on how investments in the early years from a highly successful literacy program can improve learning, school and life transitions.

大量资金用于资助教育，特别是扫盲，相信这将产生长期的积极影响。然而，识字率-特别是在撒哈拉以南非洲-仍然低得令人难以置信。在数百种经过严格评估的干预措施中，很少有一种在学生学习方面表现出中等以上的收益;几乎没有一种提供长期结果的纵向证据。简而言之，非洲的纵向研究几乎没有证据表明早期学习对以后的学校或生活成果的影响，以及强大的早期基础是否能更好地支持过渡，为继续教育，终身学习和小学后的成功铺平道路。针对这一差距，我们的项目将提供一些关于如何从一个非常成功的扫盲计划在学校教育的早期投资可以转化为长期的学术成功和生活成果的第一批严格的证据。该项目建立在对乌干达北方一个低年级识字方案进行随机评价的基础上。评估涉及128所学校，研究了一个教师培训和支持一至三年级母语扫盲的方案。经过四年的计划，我们发现该计划的巨大影响：在1-3年级接触该计划后，2017年接受测试的4年级学生在母语阅读方面的得分高出0.92个标准差-相当于6.3个年级水平-比对照组学生高。对英语口语阅读流畅性的影响几乎一样大。虽然在冲突后资源匮乏的情况下能够取得如此大的进展令人印象深刻，但出现了一系列新的未决问题。具体而言，在2017年底，只有52%的研究受访者是在学校访问期间发现的。重要的是，我们没有发现研究组之间的差异损耗-换句话说，尽管从该计划中获得了前所未有的学习收益，但对保持儿童在学校的积极影响并不明显，这表明外部因素-如障碍和边缘化-而不是学习-在教育转型中发挥了重要作用。儿童和家长/监护人如何计划，并导航的挑战，成功的学校和生活的过渡，以及如何低年级识字帮助这种导航和过渡？2.低年级识字的坚实基础对学习、生活技能、学校和生活过渡有何因果影响？3.在资源贫乏的环境中，有哪些因素会影响儿童利用早期识字技能的潜在回报的能力？这项拟议的研究将通过采访儿童及其父母/照顾者的子样本扩展NULP纵向数据，因为他们过渡到青春期。我们将在两年内从儿童那里收集三轮数据，从父母/照顾者那里收集一轮数据，以衡量学习生活技能，学校和生活过渡。该研究将进行创新的定性儿童旅程映射和定量实验分析，以提供一些初步证据，说明早期投资如何从一个非常成功的扫盲计划可以改善学习，学校和生活的转变。