This report presents the results of RTI International Education’s study on teachers’ guides across 13 countries and 19 projects. Using quantitative and qualitative methods, the report examines how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents.

The goal of this landscape report is to review and summarize available empirical evidence on early grade literacy acquisition and instruction in developing countries. The review also clearly indicated that the vast majority of topical areas within the field of literacy in developing country contexts still lack rigorous evidence, and there is much work to be done.

Using data from three recent studies in South Asia and Africa, this study shows that a majority of students spend years of instruction with no progress on basics. The authors argue shallow learning profiles are in part the result of curricular paces moving much faster than the pace of learning.

Read the results of RTI International Education’s study on teachers’ guides across 13 countries and 19 projects.

RTI International delves into their learnings for the core elements found to improve early grade literacy instruction and learner outcomes.

To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics.