Early Grade Interventions in South Africa: Reading and Mathematics

These three volumes focus on developments in early grade reading and mathematics in South Africa between 2010 and 2022. Edited by Nic Spaull and Elizabeth Pretorius, Hamsa Venkat and Nicky Roberts, and Nic Spaull and Stephen Taylor respectively, the three books collectively bring together 77 authors from diverse disciplines, most of whom are South African researchers well known in the field of early grade reading and mathematics. The volumes seek out insights from lessons learned in the last decade, including whether reading and mathematics outcomes have improved, why they have improved, and why the post-improvement level of performance is still so low, concluding with an analysis of what interventions work and what scales. The collection  will interest local and international researchers, as well as policy-makers and donors, who want to know not only what works, but also why it works, how it works, and where it works.

The Early Grade Reading first volume covers why children cannot read and what can be done about it as well as topics such as large-scale longitudinal assessments of reading in African languages, in-depth classroom observations of pedagogy and practice & reading benchmarks.

The second volume on Early Grade Mathematics in South Africa will look at why children contribute to struggle with basic calculations and what can be done about, and where to focus policy attention.

The third volume on Early Grade Reading & Mathematics Interventions in South Africa will look at what, where, how interventions work.

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