A Systems Approach to Improving Foundational Reading Skills at a Preschool in India
Abstract
:1. Introduction
2. Problem of Practice and Literature Review
2.1. Curriculum
2.2. Teacher Capacity
2.3. Student Engagement
3. Methodology
4. Participants
Teachers and Leaders
5. Data Collection and Analysis
6. Findings and Discussion
7. Curriculum
7.1. Dosage
7.2. Evidence-Based and Standards-Aligned
7.3. Backward Designed
7.4. Collaborative Decision Making
7.5. Holistic Literacy Development
7.6. Universal Screening
7.7. Systematic Formative Assessment
8. Student Engagement
8.1. Active Learning Pedagogy
8.2. Improved Student-Teacher Ratio
8.3. Restructured Physical Space
9. Teacher Capacity
9.1. Workshop and Digital Courses
9.2. Coaching
9.3. Collective Sensemaking
9.4. Ongoing Observation and Teacher Evaluation
10. Other Influencing Factors
10.1. Engaging Parents
10.2. Supportive Leadership and Change Management
11. Limitations
12. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Zahedi, S.; Iyer, A.; Jaffer, R.; Shenoy, S.; Shourie, R. A Systems Approach to Improving Foundational Reading Skills at a Preschool in India. Educ. Sci. 2022, 12, 878. https://doi.org/10.3390/educsci12120878
Zahedi S, Iyer A, Jaffer R, Shenoy S, Shourie R. A Systems Approach to Improving Foundational Reading Skills at a Preschool in India. Education Sciences. 2022; 12(12):878. https://doi.org/10.3390/educsci12120878
Chicago/Turabian StyleZahedi, Siamack, Anuj Iyer, Rhea Jaffer, Sunaina Shenoy, and Radhika Shourie. 2022. "A Systems Approach to Improving Foundational Reading Skills at a Preschool in India" Education Sciences 12, no. 12: 878. https://doi.org/10.3390/educsci12120878