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Direct linkBrunette, Tracy; Piper, Benjamin; Jordan, Rachel; King, Simon; Nabacwa, Rehemah – Comparative Education Review, 2019
In Uganda and other low-resource settings, too few children are learning to read in the early grades. In response, countries have embarked on reading reform programs, often with external support. Unfortunately, rigorous evidence of these programs' impact remains limited. This article presents the causal impact on reading outcomes of the US Agency…
Descriptors: African Languages, Foreign Countries, Socioeconomic Influences, Literacy Education
Piper, Benjamin; Zuilkowski, Stephanie S.; Ong'ele, Salome – Comparative Education Review, 2016
Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups--the base PRIMR…
Descriptors: Foreign Countries, Native Language, Literacy Education, Native Language Instruction
Zuilkowski, Stephanie Simmons; Piper, Benjamin; Ong'ele, Salome – Teachers College Record, 2020
Background/Context: Low-cost private schools (LCPSs) represent a large and growing share of schools in many low- and middle-income countries, including Kenya. In some Nairobi neighborhoods, more than half of children attend LCPSs, despite policies providing free access to public education. Parents generally choose LCPSs because they believe they…
Descriptors: Foreign Countries, Private Schools, School Choice, Public Schools
Piper, Benjamin; Schroeder, Leila; Trudell, Barbara – Journal of Research in Reading, 2016
Reading research has shown that variable relationships exist between measures of oral reading fluency and reading comprehension, depending on whether the language of the text is the reader's first language or an additional language. This paper explores this phenomenon, using reading assessment data for 2,000 Kenyan children in two or three…
Descriptors: Foreign Countries, Oral Reading, Reading Fluency, Reading Comprehension
Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong'ele, Salome – Journal of Educational Change, 2018
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program--which receives funding from the United States Agency for International Development--is a national-level scale-up of previous…
Descriptors: Educational Change, Benchmarking, English (Second Language), Second Language Learning
Kim, Young-Suk Grace; Piper, Benjamin – Reading and Writing: An Interdisciplinary Journal, 2019
The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined…
Descriptors: Transfer of Training, Reading Skills, Longitudinal Studies, African Languages
Download full textKim, Young-Suk Grace; Piper, Benjamin – Grantee Submission, 2019
The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined…
Descriptors: Transfer of Training, Reading Skills, Second Language Learning, Native Language
