Global Resources


Early Grades Reading Toolkit reportEarly Grades Reading Toolkit

"First Principles for Early Grades Reading Programs in Developing Countries" is a toolkit which was developed for USAID by IRA in collaboration with the American Institutes for Research (AIR) as a tool for education officers in USAID missions in the field to help them to incorporate reading into new Requests for Proposals (RFP) for future development projects. This toolkit was written by IRA member, Kathy Roskos, and past IRA President, Dorothy Strickland.

Reports on international literacy

Awards and grants

IRA has a number of awards and grants designed to support literacy efforts and recognize excellence in literacy programs worldwide.  Explore all of IRA's awards and grants.


Latin America

Enseñando a Leer: Teoría, práctica e intervención"Enseñando a Leer: Teoría, práctica e intervención" (Teaching to Read: Theory, Practice and Intervention) by Liliana Borrero Botero. It was published in 2008 by Editorial Norma, a publishing company that distributes to all Spanish speaking countries (therefore, it should be available in the most important bookstores in Latin America). It is a compilation of the scientific literature in English on best practices on literacy instruction.

It will also be available soon on-line at
Click here to view the table of contents


Situational Analysis of Secondary Level Education in Botswana

This UNESCO-funded situational analysis reviewed and analyzed current policy and practices regarding quality of literacy curriculum and assessment in junior and senior secondary education in Botswana; identified and documented current promising practices in these areas in junior and senior secondary education in Botswana; and identify main issues for reform of curriculum and assessment. (February–November 2005)


Nigeria—Creating an Active Learning Environment in Multicultural Classrooms

This World Bank–funded project with Nigeria’s Federal Ministry of Education implemented professional development and action research in student-centered learning, with emphasis on critical thinking, cultural diversity, multicultural literature, and building a sense of community and shared responsibility. (April 2004–June 2005)

Evaluation of the BTL and ASTEP Programs in Northern, Eastern, and Volta Regions of Ghana

According to one measure, fewer than 10% of Ghanaian students at primary level six are able to read at grade level. This USAID Ghana commissioned report evaluates its current pilot teacher training programs. It details a comprehensive approach for assessing reading achievement at early literacy levels. Read the executive summary or full report. (posted by permission of USAID). (2004)

Conference Summary: 4th Pan-African Reading for All Conference

Read the conference summary for the 4th Pan-African Reading for All Conference, by Dr. J. Thuli Nhlengetfwa.

Teaching Reading in African Schools (2005) is a collection of papers presented at the 3rd Pan-African Conference on Reading for All, in Kampala, Uganda. This volume considers literacy within the formal education system in Africa, bringing international perspectives to the topic. It documents programs that are working to improve practices and the teaching of reading in schools and literacy in more than one language, presenting case studies from Tanzania, Uganda, Zambia, and Nigeria. It addresses the subject of developing culturally appropriate educational and literacy materials, particularly in African languages. The final section considers more esoteric debates about cultural barriers to reading and the development of a reading culture, and the cultural differences in reading and interpretation of literary texts. The book is available in North America through Michigan State University Press, and in Europe, Australia, and other Commonwealth nations by the African Books Collective .

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