Margaret (Peggy) Dubeck

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Girls have academic advantages and so do boys: A multicountry analysis of gender differences in early grade reading and mathematics outcomes

Language of instruction in foundational literacy & numeracy programs in sub-Saharan Africa: The basics

Practical language choices for improving foundational literacy & numeracy programs in sub-Saharan Africa

Learning to read in a local language in Uganda: Creating learner profiles to track progress and guide instruction using Early Grade Reading Assessment results

Screening for dyslexia in low-resource and multilingual contexts

Examining options for reading comprehension assessment in international contexts

Literacy acquisition in multi-lingual educational contexts: Evidence from Coastal Kenya

Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention

Using Early Grade Reading Assessment (EGRA) data for targeted instructional support: Learning profiles and instructional needs in Indonesia

Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers' guides

Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial

What works in early grade literacy instruction

Assess Reading Early to Inform Instruction, Improve Quality, and Realize Possibilities

Teacher professional development and text messages support for improved literacy instruction in Kenya: a cluster randomized trial

“I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya

Understanding What Works in Oral Reading Assessments: What and how to assess reading

Understanding What Works in Oral Reading Assessments: Assessment in schools

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya

The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations

Impact of intermittent screening and treatment for malaria among school children in Kenya: A cluster randomised trial