Abstract
This chapter studies language and literacy practices across Assam, Rajasthan, and Telangana. It focuses on three main aspects of language and literacy instruction—language comprehension and use in the classroom by the teacher and children, forms of print available and use of print and reading, and writing opportunities provided in the classroom. It uses data from the Early Childhood Education Quality Assessment Scale. The data were collected as a part of the Indian Early Childhood Education Impact (IECEI) Study. The data analysis indicates that language and literacy practices across most classrooms did not encourage independent reading and writing among children. The study also highlights the need for paying attention to pedagogies that focus on creating readers, writers, and critical thinkers in classrooms.
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