Senegalese Primary School Students Learning to Read in French and in Wolof EGRA SENEGAL Momar Samb , National Institute for Education Development, Senegal, Liliane Sprenger-Charolles , CNRS & Paris Descartes, France
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Senegalese Primary School Students Learning to Read in French and in Wolof
Momar Samb, National Institute for Education Development, Senegal, Liliane Sprenger-Charolles, CNRS & Paris Descartes, France
Early Grade Reading Assessment:Second Workshop, March 12-14, 2008Washington, DC
With Senegalese and Gambian officials, during a workshop organized in Dakar by RTI and the World Bank (April 2007) :
1. Percentage of first graders with scores at the floor level (= 0)
A problem for the reading comprehension task: 5 questions on the text used to assess word-in-context reading.
3b. Effect of the language in which children are learning to Read: English vs French (Grades 1 to 3)
mean and Standard Deviation
4. Prediction of Isolated Word and Word in context reading and reading comprehension
Cells in grey: Variables not taken into account
1. Predictors of reading skills
2a. Effect of the language in which the children are learning to read:
English versus French
indicating that the degree of consistency of Grapheme-phoneme correspondences affects the acquisition of reading skills
This knowledge might help them understand the possible interferences between phonological systems that may impede:
might be due to the fact that written Wolof is not as developed as written French.
but for which written materials are numerous, diverse, and accessible.
Senegalese results(Report in English and in French)
Sprenger-Charolles, L. (2008). Results from Senegalese Primary School Students Learning to Read in French and in Wolof—Report for the World Bank. Web site: www.eddataglobal.org
Sprenger-Charolles, L. (2008). Résultats d’élèves sénégalais des trois premiers grades ayant appris à lire en français et en wolof—rapport pour la Banque mondiale. Web site: www.eddataglobal.org
Sprenger-Charolles, L. (2008). Early grade reading assessments (EGRA): Results of 1200 Gambian children learning to read in English (Report for the World Bank). Web site: www.eddataglobal.org