[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600355-105":59,"doc-detail-600355-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","current-issues-in-comparative-education-issue-1-winter-2023","Current Issues in Comparative Education - Issue 1 - Winter 2023","","COVID-19 school closures disrupted education worldwide, with Sub-Saharan Africa experiencing particularly severe learning loss among early grade learners. This scoping review synthesizes responses and recovery initiatives implemented in low- and middle-income Sub-Saharan African countries, focusing on interventions in reading and writing and examining program reach. Findings show remote learning via radio and television, teacher professional development with novel tools, and home support for families, while disruptions also affected traditional assessment. The review highlights the need for better progress monitoring tools and accurate data and notes return-to-school frameworks to sustain safe learning continuity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-issue-1-winter-2023/600355/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-issue-1-winter-2023/600355.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning areas does the review focus on for early grade learners in Sub-Saharan Africa?","Question",{"text":112,"@type":113},"The review focuses on learning loss and responses related to reading and writing skills among early grade learners in Sub-Saharan African low- and middle-income countries.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What types of mitigation measures did countries in SSA implement during COVID-19 closures?",{"text":117,"@type":113},"Countries provided remote learning through radio and television, offered teachers professional development for using new tools, and supported parents and families to help learners at home.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the review emphasize assessment and progress monitoring challenges?",{"text":121,"@type":113},"The disruptions affected traditional assessment methods, creating a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of interventions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600355,1792210828,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 25, Issue 1, Winter 2023  \nPrimary school learning in sub-Saharan Africa during COVID-19: a scoping review of responses and recovery  \ninitiatives induced  \nDr. Brenda Wawire  \nAfrican Population and Health Research Center  \nDr. Adrienne Barnes-Story  \nFlorida State University  \nDr. Elisheba Kiru  \nAfrican Population and Health Research Center  \nSungkyum Kim  \nFlorida State University  \nGlobally, the COVID-19 pandemic caused unprecedented disruptions in education.  \nSchool closures quickly followed the onset of the pandemic to contain the spread of the virus, forcing millions of students out of their regular academic calendars. Countries putin place interventions aimed to reduce the deleterious effects of school closures and disruptions in learning. For instance, many countries used various mediums to provide students with distance learning. This scoping review examines the interventions that education systems in low- and middle-income Sub-Saharan African (SSA) countries (LMIC) implemented to mitigate learning loss in reading and writing skills among early grade learners (i.e., children attending primary schools) and discusses the reach of those programs. This review highlights the proportion of students reached by the targeted mitigation measures, revealing that LMIC countries in SSA provided students with remote learning opportunities through radio and television programming, provided teachers with professional development on the use of novel tools, and provided parents and families with support to help learners at home. However, these disruptions affected the traditional assessment methods. Various assessment methods were implemented to measure student progress, but there is a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of the interventions. Many LMIC implemented Return-to-School policy frameworks, processes, and principles that ensured safe learning continuity.  \nKeywords: learning loss, COVID-19, interventions, responses, literacy, early grades  \n© 2023, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 23(2), 25-50 .  \nWawire et al.,  \nPrimary school learning in sub-Saharan Africa during COVID-19: a scoping review of responses and recovery initiatives induced during school closures  \nThe early years of education represent a critical period during which children acquire a range of core competencies correlated with reading comprehension, literacy achievements, and academic outcomes (Shanahan & Lonigan, 2010) . Providing all early grade learners with a strong literacy foundation is vital for reaching Sustainable Development Goal 4, which focuses on ensuring inclusive and equitable high-quality education and promoting lifelong learning opportunities (United Nations, 2015) . In the early phases of reading development, children acquire code-focused skills such as letter knowledge, phonics, and word recognition-all of which are instrumental in developing text reading fluency and comprehension skills (Foorman et al., 2020; Petscher et al., 2020) . Foundational literacy is a building block for education attainment and civic engagement in the 21st century. Some skills that contribute to literacy acquisition, specifically those that are not code-focused (oral language and vocabulary knowledge), begin to develop before children enter school. Code-focused skills are efficiently acquired through explicit, systematic instruction (Archer & Hughes, 2011) . Code-focused intervention is critical for both monolingual and bilingual children from low- and middle-income country (LMIC) contexts such as many sub-Saharan African (SSA) countries (August & Shanahan, 2006; Kim et al., 2020) . In these contexts, foundational literacy skills learning has been predominantly limited to school settings where students and teachers interact as a whole class, or where lea","cbCaihewkPKokFNs","https://ap.wps.com/l/cbCaihewkPKokFNs","pdf",292805,26,"English","# Primary school learning in sub-Saharan Africa during COVID-19\n## Interventions and program reach during school closures\n## Assessment and progress monitoring needs\n## Return-to-school policy frameworks and safe learning continuity","[{\"question\":\"What learning areas does the review focus on for early grade learners in Sub-Saharan Africa?\",\"answer\":\"The review focuses on learning loss and responses related to reading and writing skills among early grade learners in Sub-Saharan African low- and middle-income countries.\"},{\"question\":\"What types of mitigation measures did countries in SSA implement during COVID-19 closures?\",\"answer\":\"Countries provided remote learning through radio and television, offered teachers professional development for using new tools, and supported parents and families to help learners at home.\"},{\"question\":\"Why does the review emphasize assessment and progress monitoring challenges?\",\"answer\":\"The disruptions affected traditional assessment methods, creating a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of interventions.\"}]","Current Issues in Comparative Education - Issue 1 - Winter 2023 | PDF",1792090524,66]