Abstract
Parental, Community, and Familial Support Interventions to Improve Children's Literacy in Developing Countries: A Systematic Review
Highlights
For a majority of the world’s children, despite substantial increases in primary school enrollment, academic learning is neither occurring at expected rates nor supplying the basic foundational skills necessary to succeed in the 21st century
We explored the following questions: 1. What models of reading and literacy learning programs have been implemented in homes and communities in low- and middle-income countries (LMICs)?
This review identified four areas where evidence was available regarding the effectiveness of an intervention approach: educational television, educational radio, interventions intended to support parents’ ability to develop their children’s school readiness, and tutoring
Summary
For a majority of the world’s children, despite substantial increases in primary school enrollment, academic learning is neither occurring at expected rates nor supplying the basic foundational skills necessary to succeed in the 21st century. For a majority of the world’s children, despite substantial increases in access to primary school, academic learning is neither occurring at expected rates nor supplying the basic foundational skills necessary to succeed in the 21st century. A World Bank study found an average 19 percent teacher absence rate across Bangladesh, Ecuador, India, Indonesia, Peru, and Uganda; and, many teachers who were physically present were not spending their time teaching (Chaudhury, Hammer, Kremer, Muralidharan, & Rogers, 2006) Even when both children and teachers are in the classroom, student learning can be significantly hampered by unfamiliarity with the language of instruction (Ball, Paris, & Govinda, 2014), large class sizes because of an insufficient number of teachers, and teacher assignment practices that disproportionately allocate the lowest-performing teachers to the communities with the highest needs (UNESCO, 2014). There is a general lack of empirical research in low- and middle-income country (LMIC) contexts (Wagner, 2014)
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