Information Sources for Universal, Early, Conceptual and Procedural Mastery of Foundational Skills Infographic

This page contains the source and data information used within the "Universal, Early, Conceptual and Procedural Mastery of Foundational Skills" infographic.

Citation 1:

• World Bank. 2019. Ending Learning Poverty: What Will It Take?. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/32553

Citation 2:

• Pritchett, L. and Sandefur, J. 2017. Girls’ Schooling and Women’s Literacy: Schooling Targets Alone Won’t Reach Learning Goals. RISE Working Paper Series. 17/011. https://doi.org/10.35489/BSG-RISE-WP_2017/011
• Kaffenberger, M. and Pritchett, L. 2017. More Schooling or More Learning? Evidence from Learning Profiles from the Financial Inclusion Insights Data. RISE Working Paper Series. 17/012. https://doi.org/10.35489/BSG-RISE-WP_2017/012

Citation 3:

• Pratham. 2019. Annual Status of Education Report (Rural) 2018. New Delhi: Pratham. http://img.asercentre.org/docs/ASER%202018/Release%20Material/aserreport2018.pdf

Citation 4:

• Beatty, A., Berkhout, E., Bima, L., Coen, T., Pradhan, M. and Suryadarma, D. 2018. Indonesia Got Schooled: 15 Years of Rising Enrolment and Flat Learning Profiles. RISE Working Paper 18/026. https://doi.org/10.35489/BSG-RISE-WP_2018/026

Citation 5.

• ASER. 2018. Annual Status of Education Report 2017, Beyond Basics (Rural). http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202017/aser2017fullreportfinal.pdf

Citation 6: 

There are many different ways of categorising the components of reading and literacy, for example:

• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

For one non-technical summary on the components of reading, see:

• Reading Rockets. n.d. Target the Problem! https://www.readingrockets.org/pdfs/Target_the_Problem.pdf

For more detail on the importance of mastery and automaticity of foundational skills, see:

• Abadzi, H.A. 2020. Skills to stay: Memory functions in 21st-century education. Cambridge University Press, Transforming Societies Through Education. https://www.cambridge.org/gb/educationreform/insights/skills-stay-memory-functions-21st-century-education/
• Kirschner, P.A., Sweller, J. and Clark, R.E. 2006. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist. Vol. 41:2, 75–86. https://doi.org/10.1207/s15326985ep4102_1
• Willingham, D.T. 2002. Ask the Cognitive Scientist: Inflexible Knowledge: The First Step to Expertise, in: American Educator, Vol. 26:4. Winter 2002, 31-33. https://www.aft.org/periodical/american-educator/winter-2002/ask-cognitive-scientist-inflexible-knowledge

The information contained in the infographic comes from the RISE Insight "Building on Solid Foundations: Prioritising Universal, Early, Conceptual and Procedural Mastery of Foundational Skills".