Early Grade Reading in Latin America and the Caribbean

This report aims to assist policy makers, international funders, nongovernmental organizations (NGOs), practitioners, researchers, and other relevant stakeholders in the Latin America and the Caribbean (LAC) region by synthesizing the evidence on what works to improve reading outcomes in the LAC region. We address several research questions through our systematic review.

First, we examine the effectiveness of various programs implemented in the LAC region that aim to improve early grade reading outcomes, including teacher training, school feeding, computer-aided instruction, programs with an emphasis on nutrition, and Information and Communication Technology (ICT) programs. Second, we assess the fidelity of implementation of programs that aim to improve reading outcomes. Third, we examine the factors that predict early grade reading outcomes. Fourth, we examine the experiences and perspectives of various stakeholders about early grade literacy in the LAC region.

For this purpose, we use a mixed-methods systematic review, in which we synthesize the evidence from both quantitative and qualitative research.