Relevant bibliographies by topics / Reading and learning skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading and learning skills'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Reading and learning skills"

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Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.

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Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, h
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Temirbayeva, Gulzad, and Gulzat Maatazimova. "ELEMENTARY SCHOOL STUDENTS HAVE THE FORMATION OF READING SKILLS." Alatoo Academic Studies 23, no. 3 (2023): 156–60. http://dx.doi.org/10.17015/aas.2023.233.17.

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The article will focus on the formation and development of reading skills in elementary school students. Definitions of the following terms in pedagogy are given: “reading skill", “reading technique", “reading comprehension", “correct reading", “fluent reading", “expressive reading", “intonation". 4 components of the reading skill are considered, as well as the conditions for managing the process of forming the reading skill. Along with the term "learning skill", the concept of "learning technique" is used. Study technique is a study method, pace and its correctness. Reading technique and comp
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Sakieva, Sayipzhamal, and Meergul Asanalieva. "FORMATION AND DEVELOPMENT OF LEARNING SKILLS." Alatoo Academic Studies 2022, no. 1 (2022): 125–31. http://dx.doi.org/10.17015/aas.2022.221.15.

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The content of the article is devoted to the skills of reading literature for elementary school. Analysis of the theoretical content of teaching reading skills in elementary school. The work of teachers and Kyrgyz scientists on the formation of students' reading skills through reading books and working with texts in a literature lesson, the experience of their use is analyzed. Reading skills are divided into three main categories according to the subject of literary reading, i.e. questions of knowledge, skills, training and formation are compared and the experience of working with them is summ
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Dr. S. Gunasekaran, Dr L. Bapitha. "An Experimental Study Skills To Enhance Reading Skill." Psychology and Education Journal 57, no. 9 (2021): 6087–89. http://dx.doi.org/10.17762/pae.v57i9.2673.

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Reading, Knowledge, Motivation Reading is not only one of the most important skills in language teaching, but also one of the main objectives of learning English in general. Many factors such as students’ background knowledge, motivation, interest, organization of the texts and study skills may affect reading skill. The purpose of this study was to investigate whether teaching study skills would increase students’ reading comprehension ability or not. To achieve this goal an experiment was carried out at Anna University College of Engineering, Ramanathapuram, Tamilnadu, India during the second
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Wicaksono, Anggit Grahito, and Ifa Hanifa Rahman. "Prospective Elementary School Teachers’ Reading Literacy Profile Based on Minimum Competency Assessment with the Implementation of the Discovery Learning Model." SHS Web of Conferences 173 (2023): 01010. http://dx.doi.org/10.1051/shsconf/202317301010.

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Every student needs to have learning and innovation skills, media, information, and technology literacy, as well as life skills so they can work and survive in the 21st century. Reading literacy skill is required for developing 21st-century life skills. According to empirical data from the PIRLS test in 2011 and the PISA test in 2018, Indonesian students’ reading literacy skill is still subpar worldwide. High reading literacy skill is required of prospective elementary school teachers. Utilizing a discovery learning approach that strengthens prospective elementary school teachers and students
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Deimante, Dagnija. "Reading Skills in Self-Directed Learning." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 113–27. http://dx.doi.org/10.37384/va.2020.16.113.

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The article focuses on development of deep reading skills for high school students and university students. Deep reading is closely related to deep learning and lifelong learning skills that have to be acquired in the modern world. Developed deep reading skills create enjoyment and interest, which is a pathway to deep learning that will enable students become self-directed learners. Currently, we live in an information age when a massive amount of information comes through digital texts. At the same time, printed texts are still enjoyed by a large part of population. At this moment educators a
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Azzahra, Shadrina, Putri Aulia Sitorus, Ratiqa Balqis Nasution, Laila Nadya, and Naila Audiva Hutasuhut. "Analisis Keterampilan Membaca Lanjutan Siswa Sekolah Dasar di Kelas III–A SD Negeri 064037." ANWARUL 3, no. 5 (2023): 925–38. http://dx.doi.org/10.58578/anwarul.v3i5.1428.

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Advanced reading is a reading skill that is more complex and requires deeper understanding. Advanced reading skills are very important because they help a person to understand more complex information and broaden one's horizons. To improve advanced reading skills, one needs to practice beginning reading skills first. Beginning reading skills include the ability to recognize letters, read words, and read sentences. After the initial reading ability is well trained, a person can practice advanced reading skills by reading reading material that is more complex and requires a deeper understanding.
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Alshaye, Shaye. "Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 2049–69. http://dx.doi.org/10.18844/cjes.v16i4.6074.

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The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills
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Nugraheny, Yuli, Zainal Abidin Arief, Sigit Wibowo, and Heldy Ramadhan Putra Pembangunan. "Improvement of Reading and Learning Skills through Interactive CD Learning Media." International Journal on Engineering, Science and Technology 1, no. 2 (2022): 49–60. http://dx.doi.org/10.46328/ijonest.111.

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This research is a Classroom Action Research with the aim of knowing the improvement of children's reading and learning abilities after being implemented with Interactive CD media. The problem in this study is formulated as follows: 1. Can learning using Interactive CDs in students improve children's early reading skills? 2. Can learning using Interactive CDs improve children's learning? 3. How is the process of improving reading and learning skills through learning using interactive CDs? The method used is a qualitative research method. The sample was 13 students in group B. Data analysis in
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Nikolenko, O., and N. Doronina. "EFFECTIVE READING STRATEGIES FOR ESP UKRAINIAN STUDENTS." Slovak international scientific journal, no. 86 (August 12, 2024): 66–68. https://doi.org/10.5281/zenodo.13299530.

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Reading proficiency is a critical skill for professional performance. It enables effective communication, continuous learning, and problem-solving, while also enhancing productivity, career advancement, writing skills, adaptability, and expertise. The necessity for students to develop strong reading skills has motivated Ukrainian educators to implement various techniques in teaching ESP reading and examine the impact of these techniques on enhancing the reading abilities of Ukrainian students. This article discusses recent developments and current issues in acquiring reading skills through str
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Dissertations / Theses on the topic "Reading and learning skills"

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Ricketts, Jessie. "Reciprocal development in vocabulary and reading skills." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ef73c787-eba9-4ddf-bc85-1700de9c6d3a.

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Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty lea
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Slocum, Timothy A. "The learning and transfer of two phonemic manipulation skills /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/7681.

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Byrne, Angela. "The development of reading skills in children with Down syndrome." Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364338.

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This longitudinal study charts the development and achievement in reading, language and memory skills of a representative group of children with Down syndrome in mainstream education. Twenty-four children with Down syndrome were followed over a 2 year period and compared to (i) children matched for reading age (N=31) and, (ii) average readers (N=42), from the same school classes as the children with Down syndrome. A battery of standardised assessments was administered annually to obtain measures of reading, language, memory, number skills, and general intelligence. On all three occasions the c
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Allen, Kathryn M. "Learning strategies for kanji and reading skills in UK Japanese classrooms." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322925.

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OLIVEIRA, LUCIA HELENA GAZOLIS DE. "READING SKILLS AND PEDAGOGICAL PRACTICES ASSOCIATED TO THE INCREASE OF LEARNING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21591@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>No âmbito das pesquisas sobre escolas eficazes, este estudo investiga especialmente o efeito-professor no aprendizado de leitura de estudantes do segundo e do terceiro anos do Ensino Fundamental. Interessa averiguar quais práticas estão associadas ao aumento do aprendizado das diferentes habilidades que necessitam ser construídas durante o processo de aprendizagem da nossa língua e, ainda, se os impactos dessas práticas se diferenciam conforme o ano escolar frequentado pelos al
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Windfuhr, Kirsten Lisbeth. "Verbal learning, phonological processing and reading skills in normal and dyslexic readers." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/14162/.

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Wilson, Judith Ann. "The effect of the PowerTouchTM learning system toy on emergent literacy skills." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1171411509.

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Wilson, Judith Ann. "The Effects of the PowerTouch Learning System on Emergent Literacy Skills." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1171411509.

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Hargrave-Wright, Lilian. "Continuing manifestations and coping strategies of adult dyslexics." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302454.

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Groom, Leiah J. "Do Preschool Classroom Language Learning Opportunities Predict Concurrent and Later Vocabulary and Comprehension Skills?" The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436461242.

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Books on the topic "Reading and learning skills"

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Brogden, Dorothy. Targets: Reading skills for learning. Thomas Nelson, 1986.

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McWhorter, Kathleen T. Active reading skills. Pearson/Longman, 2005.

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Leo, Eleanor S. Powerful reading, efficient learning. Macmillan, 1994.

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Leo, Eleanor S. Powerful reading, efficient learning. Macmillan, 1994.

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1968-, Sember Brette McWhorter, ed. Active reading skills. 2nd ed. Pearson/Longman, 2008.

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1937-, Bryant Peter, ed. Phonological skills and learning to read. L. Erlbaum, 1990.

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Santa, Carol Minnick. Content reading including study systems: Reading, writing and studying across the curriculum. Kendall/Hunt Pub. Co., 1988.

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Tonjes, Marian J. Secondary reading, writing, and learning. Allyn and Bacon, 1991.

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(Firm), American Education Publishing. Summer link basic learning skills: Grade 6. American Education Publishing, 2004.

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Madsen, Connie. Phonics games: Integrated learning activities that build reading skills. Instructional Fair, 2002.

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Book chapters on the topic "Reading and learning skills"

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Hanson, Sharon, Tobias Kliem, and Ben Waters. "Reading and understanding cases." In Learning Legal Skills and Reasoning, 5th ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429285080-11.

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Hanson, Sharon, Tobias Kliem, and Ben Waters. "Reading and understanding legislation." In Learning Legal Skills and Reasoning, 5th ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429285080-10.

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Cottrell, Stella. "Reading for research." In Teaching Study Skills and Supporting Learning. Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-07094-4_17.

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Goswami, Usha, and Peter Bryant. "Phonological Awareness and Reading." In Phonological Skills and Learning to Read. Routledge, 2016. http://dx.doi.org/10.4324/9781315695068-1.

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Kamarudin and Eddy Pahar. "Project-Based Learning in Reading Skills Subject." In Proceedings of the 4th Green Development International Conference (GDIC 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-110-4_79.

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Babych, Svitlana. "Textual cohesion patterns for developing reading skills." In Multiple Affordances of Language Corpora for Data-driven Learning. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/scl.69.08bab.

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Thomson, Donna. "Nurturing family reading and learning: Case studies." In Developing Early Comprehension Skills Through Picture Book Talk. Routledge, 2023. http://dx.doi.org/10.4324/9781003226307-6.

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Kirby, John R. "Style, Strategy, and Skill in Reading." In Learning Strategies and Learning Styles. Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_9.

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Avello, Daniela, and Carmen Muñoz. "The development of L1 and L2 reading skills from captioned video viewing in primary school EFL learners." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lllt.61.02ave.

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This investigation explored the extent to which captioned video viewing (11 episodes) fostered the development of L2 reading skills in a group of 92 L1-Spanish primary school learners of English (years 4 and 5). It also assessed the influence of L1- and L2-related factors on students’ reading performance over time. The analyses revealed learners’ significant improvement in L2 reading skills as a result of the treatment and that L2-related factors were stronger predictors than L1-related factors. One interesting finding was that the treatment also enhanced the development of L1 reading skills,
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Mlakar, Heike, Joanna Hirst-Plein, and Martin J. Koch. "L2 spelling predictors of young German learners of English." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.06mla.

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Abstract Specific cognitive and linguistic factors have been shown to underpin second language (L2) spelling attainment across different alphabetic orthographies. While previous studies into young English language learners’ (YELLs) literacy development have focused predominantly on reading skills, empirical findings on L2 spelling are scarce. The present study investigated how cognitive and linguistic factors as well as reading skills affect L2 English spelling performance in YELLs from a first language (L1) German background (n = 75). Multiple regression analyses and a mediation model reveale
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Conference papers on the topic "Reading and learning skills"

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Radić, Nebojša. "DEVELOPING ACADEMIC READING SKILLS WITH AI." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1151.

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Nimma, Divya, V. Arunadevi, Mehul Manu, V. Selvi, and Prema S. "Evaluating AI-Based Deep Learning Models for Enhancing English Reading Comprehension Skills in Students." In 2024 8th International Conference on I-SMAC (IoT in Social, Mobile, Analytics and Cloud) (I-SMAC). IEEE, 2024. http://dx.doi.org/10.1109/i-smac61858.2024.10714755.

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Lepheana, Lepheana Justice, and Manthekeleng Agnes Linake. "ENHANCING LEARNERS’ READING SKILLS THROUGH EFFECTIVE TEACHING STRATEGIES IN ENGLISH AS A LANGUAGE OF LEARNING AND TEACHING (LOLT)." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2137.

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Vančo, Ildikó, and Viktória Gergelyová. "READING COMPREHENSION SKILLS AMONG GIRLS AND BOYS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0477.

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Wilsdon, Luke, Maria Uther, Darren Chadwick, Anastasia Giannakopoulou, and Tom Mercer. "SMART READING: DEVELOPING READING SKILLS USING A GAME-BASED APP IN CHILDREN." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1604.

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Koifman, Julia. "Teaching Reading Skills More Effectively." In 9th International Conference on Artificial Intelligence and Applications. Academy & Industry Research Collaboration Center, 2023. http://dx.doi.org/10.5121/csit.2023.131804.

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It is hard to disagree that reading is one of the most important skills in learning. Children learn to read very early, and before they start school, they are supposed to be able to read. Nevertheless, some of them struggle. For instance, some of them confuse letters or may have difficulty reading comprehension, while others may have difficulty remembering, which might be the consequence of learning difficulties (LD), for instance, dyslexia, one of the most common cognitive disorders. It often affects reading and language skills. Researchers have found out that about 40 million people in the U
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Maximova, Olga. "CRITICAL PEDAGOGY APPROACH TO IMPROVE FOREIGN LANGUAGE READING SKILLS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0957.

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Masnan, Abdul Halim, and Haiza Hayati Baharudin. "PRESCHOOL CHILDREN READING SKILLS TEACHING MODULE THROUGH INTERACTIVE WHITEBOARD." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0096.

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Gergelyová, Viktória, and Ildikó Vančo. "INFLUENCE OF READING PATTERN AND OBTAINED EDUCATION LEVEL OF PARENTS ON STUDENTS' READING COMPREHENSION SKILLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0476.

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Stranovská, Eva, Katarína Chválová, and Ivana Poulíková. "DEVELOPING READING COMPREHENSION SKILLS IN STUDENTS WITH LEARNING DISABILITIES." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0156.

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Reports on the topic "Reading and learning skills"

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Redolfi, Michela, and Matteo Socciarelli. Reading on paper, reading on screens. How ways of reading change and influence habits, language, and learning. Future Education Institute, 2024. https://doi.org/10.63523/r5h5q4.

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**Abstract** The advent of digital technologies has profoundly transformed reading practices and related skills, raising questions about the preference between reading on paper and on screens. While reading on paper promotes a linear and sequential approach, screen reading encourages practices such as skimming and scanning, requiring the development of new cognitive abilities. In an educational context where attention and comprehension are constantly challenged by digital devices, it becomes essential to move beyond the dichotomy between paper and digital, adopting a more integrated and consci
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with re
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Banerj, Manjistha, Bipasa Banerjee, and Vidya Diwakar. Mitigating Learning Disruption During Covid-19: Evidence from India. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/cpan.2023.004.

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Long school closures in India during the pandemic caused significant learning disruption, with particularly adverse consequences for marginalised girls and boys. Data from large-scale representative surveys does not show a massive fall in enrolment because of the closures. However, low levels of basic reading and maths skills among school-age children are concerning. In response, various centrally managed interventions took place during the pandemic (e.g. to encourage enrolment, including through social protection). Schools also undertook measures with a more direct bearing on children’s learn
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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and aty
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Nietschke, Yung, Adeola Monty, Anna Dabrowski, et al. Strengthening foundational learning in the ASEAN region: A review of promising practices. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-740-3.

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In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the Unit
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D
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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by
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Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina, and Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importan
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community
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