Developing Readers Study: Designing a Structured Remediation Approach to Support Developing Readers in Primary Schools in Kenya

Over the years, educational stakeholders in Kenya – teachers, bilateral donors, the Ministry of Education (MoE) and its agencies, and non-governmental and charitable organizations – have made concerted efforts to improve literacy outcomes among early-grade learners. Despite the efforts, current data shows that large populations of learners are reading below grade level, and there are knowledge gaps in using evidence-based practices to help develop readers in early grades. There is limited empirical evidence on interventions to support students at risk of reading difficulties who are likely to have fallen further behind due to pre-existing barriers and challenges presented by the COVID-19 pandemic, among other contributors.

This study aims to design and pilot an intervention to improve literacy skills among early-grade (primary grade 2 and 3) learners at risk of reading failure. The study aims to provide policy-relevant evidence on how support for struggling readers can be formally and systematically incorporated into the structure and functioning of school timetables, education systems, policy guidelines, and implementation with high fidelity.