Learning

Each of the case studies examines, describes, and analyzes the specific localized processes and decision-making of education system stakeholders from March 2020 to April 2021.

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.

When students return to education, they may feel fear or anxiety regarding the pandemic. Educators will need to deploy existing skills in new ways and/or develop new skills to overcome such adversity and continue to thrive.

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.