Dunston Kwayumba


Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya

Year of Publication 2016

The global Education for All movement has been successful by some indicators – improving access for primary-age children, for example – and a failure by others. In many countries, including

Mali, Uganda, and the Gambia, more than half of children are still non-readers at the end of second grade (Dubeck and Gove, 2015;   Gove and Cvelich, 2011).This is a crisis at both the individual and national levels

. Low literacy outcomes are associated with school dropout overtime(Marteleto etal.,2008),  and youth with limited schooling are less likely to have occupational outcomes other than farming occupations  as adults (Winters et al.,  2009). Recent research suggests that  literacy skills are related to economic growth at the national level (Hanushek and Woessmann, 2012).   Keeping children in schools where they do not learn literacy skills– or anything of pedagogical value – is, therefore,  a waste of resources from a national development perspective. Accordingly, Many international educational initiatives have shifted their focus from programs and policies related to education access toward.