Learning

USAID continues to prioritize foundational reading skills and currently funds 19 early grade reading projects across sub-Saharan Africa.

Here are some examples from Cambodia, Kenya, Rwanda, and Tajikistan that show how good practices in the provision of accessible learning materials are being put into practice during COVID-19.

Language-focused MERL activities play an important role in gathering evidence and garnering support for adopting languages children use and understand outside of school for reading instruction.

One of the best ways for children to improve their reading skills is to practice reading using a variety of texts that are written in a language they use and understand. However, many children have limited access to such materials.

Teachers must teach in the same language that their students use and understand. These language skills, coupled with pedagogical content knowledge and instructional approaches, are essential for providing effective reading instruction.

Learning to read in a language that they use and understand is a critical factor in determining whether children develop the strong literacy skills that are foundational for all later learning.

Reading, the bedrock of literacy, is the foundational skill necessary for all academic progress. Designing high-quality primary grade reading programs is essential to ensuring a pipeline of students who remain in school, achieve educational success, and contribute to economic growth.

In youth workforce development (YWFD), we’ve revised and added to our standard foreign assistance indicators. These indicators re-focus our sector on a range of possible outcomes that reflect meaningful results of our work with youth.