When to Randomize: Lessons From Independent Impact Evaluation of Reading to Learn (RtL) Programme to Improve Literacy and Numeracy in Kenya and Uganda

Moses Oketch Institute of Education, University of London

Moses Ngware African Population and Health Research Center (APHRC)

Maurice Mutisya African Population and Health Research Center (APHRC)

Admassu Kassahun African Population and Health Research Center (APHRC)

Benta Abuya African Population and Health Research Center (APHRC)

Peter Musyoka African Population and Health Research Center (APHRC)

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Moses Waithanji Ngware, Benta Abuya, Moses Oketch, Kassahun Admassu, Maurice Mutisya & Peter Musyoka. (2015) Randomized impact evaluation of education interventions: experiences and lessons from a reading to learn intervention in East Africa. International Journal of Research & Method in Education 38:4, pages 430-451.
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Yonas Mesfun Asfaha & Sonali Nag. 2023. Global Variation in Literacy Development. Global Variation in Literacy Development 353 373 .

Sonali Nag, Shaher Banu Vagh, Katrina May Dulay & Margaret J. Snowling. (2018) Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education.
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When to Randomize: Lessons From Independent Impact Evaluation of Reading to Learn (RtL) Programme to Improve Literacy and Numeracy in Kenya and Uganda

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When to Randomize: Lessons From Independent Impact Evaluation of Reading to Learn (RtL) Programme to Improve Literacy and Numeracy in Kenya and Uganda

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