Teaching Reading in Burkina Faso. Improving Reading and Writing Outcomes in the Early Years of Primary School

Aeby Daghe, Sandrine; Leopoldoff Martin, Irène; Thevenaz-Christen, Thérèse; Yameogo, Victor

doi:10.1163/9789004402379_014

Book chapter

French

Teaching Reading in Burkina Faso. Improving Reading and Writing Outcomes in the Early Years of Primary School

ContributorsAeby Daghe, Sandrine

; Leopoldoff Martin, Irène

; Thevenaz-Christen, Thérèse

; Yameogo, Victor

Published inSpaull, N., & Comings, J. P. (Ed.), Improving Early Literacy Outcomes. Curriculum, Teaching, and Assessment., p. 245-262

PublisherLeiden / Boston : BIE / Brill Sense

Publication date2019

Abstract

Sandrine Aeby Daghé and co-authors provide an analysis of the current curricular literature and reading instruction practices in Burkina Faso to identify the adjustments required to bring about a curriculum alignment that will enhance learners' progress in reading and writing.

Affiliation entities

Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation

Research groups

Didactique des langues et formation des enseignants : analyse du français enseigné (GRAFE)

Citation (ISO format)

AEBY DAGHE, Sandrine et al. Teaching Reading in Burkina Faso. Improving Reading and Writing Outcomes in the Early Years of Primary School. In: Improving Early Literacy Outcomes. Curriculum, Teaching, and Assessment. Spaull, N., & Comings, J. P. (Ed.). Leiden / Boston : BIE / Brill Sense, 2019. p. 245–262. doi: 10.1163/9789004402379_014

Book chapter (Published version)

Identifiers

PID : unige:145880
DOI : 10.1163/9789004402379_014

ISBN978-90-04-40233-1

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182downloads

Creation20/11/2020 17:08:00

First validation20/11/2020 17:08:00

Update08/01/2026 08:33:14

Status update08/01/2026 08:33:14

Last indexation08/01/2026 08:35:38

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Teaching Reading in Burkina Faso. Improving Reading and Writing Outcomes in the Early Years of Primary School

Sandrine Aeby Daghé and co-authors provide an analysis of the current curricular literature and reading instruction practices in Burkina Faso to identify the adjustments required to bring about a curriculum alignment that will enhance learners' progress in reading and writing.

Technical informations