Past Event
Systems to Support Early Grade Reading
This course will help you understand the big picture about the stakeholders, policies, and systems involved in implementing an early grade reading reform project. By the end of this course, you will be able to:
- Explain the importance of system reform for improving early grade reading;
- Articulate what is meant by system reform;
- Name the various components of the system such as policy, finance, curriculum, materials, training, supervision, inclusion and so on that need reform to make the system effective for early grade reading;
- Outline the major theories about how to build or reform a workable system for children’s reading;
- Outline the strategies for system change;
- Discuss the importance of context, such as cultural, social, political, and economic factors that influence the effectiveness of an early grade reading system;
- Describe the importance of evaluating the effectiveness of a system; and
- Create and present an analysis for applying knowledge about reform and systems to your own context and work
Facilitator(s)
Dr. John Comings
University of Massachusetts Amherst, College of Education
Dr. Comings is an adjunct faculty in International Education at the University of Massachusetts Amherst College of Education. He has managed projects and conducted research on children’s and adult literacy projects worldwide for several decades. He served as Vice President at World Education for over 20 years, directed a national adult literacy research center through Harvard University, and has served as a senior policy analyst for USAID on early grade reading.