Teachers’ Knowledge, Skills, and Attitudes Related to Early Literacy and Language Outcomes in Sub-Saharan Africa

Exploring the Impact of Teacher Knowledge, Skills, and Attitudes on Early Literacy

This report responds to the need to examine critical issues on teacher effectiveness for early grade reading in sub-Saharan Africa. It examines and synthesizes the literature on the relationship between teacher knowledge, skills, and attitudes regarding language of instruction (LOI) and early grade reading outcomes in multilingual contexts in sub-Saharan Africa. The report aims to better understand the challenges in language policy planning and implementation and  to provide recommendations and identify research gaps. This framework report lays the groundwork for future USAID research activities in issues related to teachers and LOI in early grade reading.