Teacher Knowledge, Attitudes, and Practice Regarding Early Grade Reading: Baseline Study Report – Version A

The study was conducted from October 26, 2016, to July 10, 2021, with a total award amount of $71,097,573.00. The research team consisted of Chemonics International, with Kadiatou Cisse Abbassi as the Contract Officer's Representative. The study aimed to investigate the challenges of teaching literacy, the role of knowledge in teaching reading, and the role of attitudes in learning to read. A phased KAP study approach was employed, consisting of two phases. Phase 1 involved the development and testing of tools, while Phase 2 involved data collection and analysis. The study found that teacher knowledge of evidence-based teaching and learning of reading was limited, with many teachers reporting a lack of training in reading instruction. Teachers also reported a lack of comfort with reading in national languages and French, with many preferring to teach in their native language. However, teachers reported a positive attitude towards reading, with many believing that reading was essential for academic success. In terms of practice, teachers reported using a variety of methods to teach reading, including phonics, whole language, and a combination of both. However, many teachers reported a lack of resources, including textbooks, instructional materials, and technology. Students also reported a lack of engagement with reading, with many preferring to engage in other activities. The study identified several key findings, including the need for teacher training in reading instruction, the importance of using national languages and French in reading instruction, and the need for more resources, including textbooks and instructional materials. The study also recommended the development of a reading curriculum that incorporates evidence-based practices, as well as the provision of ongoing support and training for teachers. The study's results have implications for education policy and practice in Senegal, highlighting the need for a more comprehensive approach to reading instruction that addresses the needs of teachers, students, and schools. The study's findings also have implications for the development of reading programs and interventions, highlighting the need for a more nuanced understanding of the complex factors that influence reading outcomes.