000			01973nam a22002777a 4500
003			ZW-GwMSU
005			20210505152419.0
008			210505b |||||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
100	1		_aPiper, Benjamin. _eauthor
245			_aPro-poor PRIMR: improving early literacy skills for children from low-income families in Kenya _ccreated by Benjamin Piper, Evelyn Jepkemei and Kennedy Kibukho.
264			_aPretoria _bUNISA and Routledge _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica Education Review _vVolume 12, number 1,
520			_aChildren from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated.
650	4		_aLiteracy
650	4		_aSocio-economic status
650	4		_aPoverty
700	1		_aJepkemei, Evelyn. _eauthor
700	1		_aKibukho, Kennedy. _eauthor
856			_uhttps://doi.org/10.1080/18146627.2015.1036566
942			_2lcc _cJA
999			_c156998 _d156998