Gove Amber, Korda Poole Medina, Piper Benjamin
RTI International.
New Dir Child Adolesc Dev. 2017 Mar;2017(155):77-95. doi: 10.1002/cad.20195.
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
自2008年以来，利比里亚和肯尼亚的教育部已从旨在提高小学生阅读成绩的小规模试点项目转向大规模实施阅读干预措施。试点项目对学习成果的影响显著，但对于如此大的成效能否在大规模实施中持续存在，仍存在疑问。在本文中，作者剖析了利比里亚和肯尼亚实施大规模阅读项目的经验，记录了项目设计中影响从试点成功过渡到大规模实施可能性的关键组成部分和条件。他们还回顾了每个试点项目的设计、部署和成效，以及每个国家大规模项目的规模、设计、持续时间、有利条件和初步成效结果。结合利比里亚和肯尼亚项目的经验，讨论了这些结果对试点和大规模阅读项目设计的启示。
