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An exploratory analysis of divergent patterns in reading progression during a tablet-based literacy program

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Imagine’s research team completed analysis of a first study of non-progress in reading in Malawi, which examined multiple factors including home literacy/language environment, socio-emotional competence (including working memory, academic grit, and self-control), on-task learner behavior, and child age. The peer-reviewed journal “Frontiers” published our article about the study and results.