This report presents the results of the diagnostic study conducted between October 2013 and December 2014, as part of an ambitious capacity-building project targeting the increase of children’s literacy levels across three West African countries. The project “Improving Learning Outcomes in Early Grade Reading: Integration of Curriculum, Teaching, Learning Materials and Assessment (Burkina Faso, Niger, Senegal; 2013-2017)” was coordinated by the International Bureau of Education (IBE-UNESCO) and sponsored by the Global Partnership for Education (GPE).In keeping with the project objectives of quality early reading education, this report takes stock of two complimentary research assignments: an international study of reading instruction and the curricula used for this purpose, especially in a second language; and an analysis of teaching practices in the three countries.
