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Learning outcomes
Effectiveness of Read-Aloud Instruction on Reading and Math Outcomes: Evidence from Northern Nigeria
This paper evaluates the net causal effects of Read-Aloud (RA) story lessons on reading and math learning outcomes in 199 second grade classrooms in northern Nigeria. We employ a cluster-randomized controlled trial to assess the efficacy of two types of RAs. The first type uses local language stories, accompanied by vocabulary instruction and comprehension questions. The second follows the same structure, but is math-themed and includes a set of math exercises. The treatments are delivered to students in the treatment schools for 35 minutes weekly over the duration of the school year.
Effectiveness of Read-Aloud Instruction on Reading and Math Outcomes: Evidence from Northern Nigeria
This paper evaluates the net causal effects of Read-Aloud (RA) story lessons on reading and math learning outcomes in 199 second grade classrooms in northern Nigeria. We employ a cluster-randomized controlled trial to assess the efficacy of two types of RAs. The first type uses local language stories, accompanied by vocabulary instruction and comprehension questions. The second follows the same structure, but is math-themed and includes a set of math exercises. The treatments are delivered to students in the treatment schools for 35 minutes weekly over the duration of the school year.
Effectiveness of Read-Aloud Instruction on Reading and Math Outcomes: Evidence from Northern Nigeria
This paper evaluates the net causal effects of Read-Aloud (RA) story lessons on reading and math learning outcomes in 199 second grade classrooms in northern Nigeria. We employ a cluster-randomized controlled trial to assess the efficacy of two types of RAs. The first type uses local language stories, accompanied by vocabulary instruction and comprehension questions. The second follows the same structure, but is math-themed and includes a set of math exercises. The treatments are delivered to students in the treatment schools for 35 minutes weekly over the duration of the school year.
National Learning Assessment Mapping Project
Type: Research
Year of Publishing: 2015
Keywords: NLAMP, national learning assessments, learning outcomes, Learning Metrics Task Force
In this policy brief we map the landscape of national assessments and outline the ways in which the seven domains of the Learning Metrics Task Force (LMTF) are reflected in the current priorities of national education systems. Using publicly available data sources, NLAMP collected national assessment metadata from 125 countries from all six regions of the world, and created a database of over 300 assessments, categorizing their subject focus areas, which learning domains they fall in, and at which point in the schooling cycle they are administered.
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