Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report

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作者：

World Bank

来源地址：

http://hdl.handle.net/10986/27826

关键词：

ACADEMIC PROGRESS;  ACHIEVEMENT;  ACHIEVEMENTS;  ADDITION;  AVERAGE SCORE;  BASIC LITERACY;  BASIC READING;  BASIC SKILLS;  CALL;  CHALKBOARD;  CLASSROOM;  CLASSROOM ACTIVITIES;  CLASSROOM ENVIRONMENT;  CLASSROOM PRACTICE;  COMMUNITY INVOLVEMENT;  COMPREHENSION;  CURRICULA;  CURRICULUM;  CURRICULUM DEVELOPERS;  CURRICULUM DEVELOPMENT;  CURRICULUM DEVELOPMENT UNIT;  DIAGNOSTIC INSTRUMENT;  EARLY GRADES;  EARLY READING;  EDUCATION CURRICULUM;  EDUCATION MANAGEMENT;  EDUCATION OFFICIALS;  EDUCATION SECTOR;  EDUCATORS;  ENROLLMENT;  ENROLLMENT DATA;  EXTRACURRICULAR ACTIVITIES;  GENDER DIFFERENCES;  GIRLS;  GRADE LEVELS;  GRAMMAR;  HOMEWORK;  HUMAN DEVELOPMENT;  INSTRUCTION METHODS;  INSTRUCTIONAL ACTIVITIES;  KINDERGARTEN;  LANGUAGE COMPETENCE;  LANGUAGES;  LEADERSHIP;  LEARNING;  LEARNING ACTIVITIES;  LEARNING OUTCOMES;  LESSON PLANS;  LINGUISTIC DIVERSITY;  LISTENING;  LITERACY;  LITERACY PROGRAMS;  LITERACY SKILLS;  LITERATE PARENTS;  LITERATURE;  MEANING;  MINISTRY OF EDUCATION;  NATIONAL ASSESSMENT;  NUMBER OF STUDENTS;  NUMERACY;  OFFICIAL CURRICULUM;  PARENTAL INVOLVEMENT;  PRACTICUM;  PRIMARY EDUCATION;  PRIMARY SCHOOLS;  PRIMARY STUDENTS;  PRIMARY SYSTEM;  PROFESSIONAL DEVELOPMENT;  PROFICIENCY;  READERS;  READING;  READING BOOKS;  READING COMPREHENSION;  READING CULTURE;  READING INSTRUCTION;  READING MATERIALS;  READING SKILLS;  RETIRED TEACHERS;  SCHOLARS;  SCHOOL CURRICULUM;  SCHOOL DEVELOPMENT;  SCHOOL LIBRARY;  SCHOOL OFFICIALS;  SCHOOL SIZE;  SCHOOL TIME;  SCHOOL YEAR;  SCHOOLS;  SERVICE TRAINING;  SPEAKING;  STATISTICAL ANALYSES;  STUDENT ACCESS TO BOOKS;  STUDENT CHARACTERISTICS;  STUDENT DATA;  STUDENT OUTCOMES;  STUDENT PERFORMANCE;  STUDENT SCORES;  TEACHER;  TEACHER CERTIFICATION;  TEACHER CHARACTERISTICS;  TEACHER EXPECTATIONS;  TEACHER KNOWLEDGE;  TEACHER PROFESSIONAL DEVELOPMENT;  TEACHERS;  TECHNICAL ASSISTANCE;  TEXTBOOK;  TRAINING COURSES;  VOCABULARY;  WRITING SKILLS;  Report; 

年份：

2012

出版地：

Washington,USA

语种：

English

摘要：

In August 2010, the Government of Vanuatu carried out early grade reading baseline assessments in English and Francophone schools with financial support from local education partners and technical assistance from the World Bank. The results of the Vanuatu Early Grade Reading Assessment (VANEGRA) are cause for concern. French language findings show that while most students develop some fundamental skills in grade levels 1, 2 and 3, by the end of grade 3, less than 1 in 4 students are able to develop fluency in reading to understand most of the text they read. The VANEGRA survey also collected data on the attributes of students, teachers and schools. Factors that were shown to be predictors of better reading performance in the early grades include: speaking French at home, owning the school textbook, having literate parents, having books at home, reading at school and at home, attending kindergarten, doing homework, and receiving help from a family member to do homework. Neither teacher experience nor in-service training showed statistical effects on student reading outcomes and two types of certification showed negative and statistically significant effects on student outcomes both in reading fluency and comprehension. VANEGRA also asked about use of seven reading instructional activities. Students who were never asked to learn the meaning of new words or practice grapheme sound correspondences showed negative and statistically significant effects. Conversely, students who were assigned reading daily in their own school time showed positive and statistically significant results. Lastly, VANEGRA asked about teacher expectations for students' reading performance. Interestingly, the fact that some teachers allowed students to consolidate some reading skills later than the median expectation was associated with better and statistically significant results. Based on the analysis presented, recommendations for improved reading instruction and greater parental involvement are presented at the end of the report.