Teachers’ literacy knowledge, instructional practices, and their students’ reading performance in PAQUED-supported schools in the Democratic Republic of Congo
The findings from this study show that experimental teachers’ knowledge of how to teach reading and writing is more closely aligned with sound literacy instruction than their IAI-only and control counterparts. Experimental teachers’ practice also changed significantly within a year of using the reading program. As a result, the performance of the students of these experimental teachers in key reading skills like letter identification and fluency showed 3 dramatic differences in comparison to their control counterparts. Linear regression analysis conducted establishes significant links between teachers’ application of PAQUED interventions and student performance. Specifically, experimental teachers’ IAI usage, their fidelity of implementation of the reading program, and their participation in continuing professional activities and visits from coaches were shown to contribute to changes in teacher practice, teacher knowledge of literacy instruction, and student performance.
Catholic Relief Services
United States Agency for International Development