The Impact of Reading Instructional Time in the Classroom

Early Grade Reading Time Policy Initiative in Pakistan


  • Atique ur Rehman Programme Monitoring and Implementation Unit, Department of School Education, Government of the Punjab, World Bank-funded Punjab Human Capital Investment Project, Lahore, Pakistan



reading instruction time, early grade policy initiative, oral reading fluency (ORF)


Reading is without doubt a highly complex cognitive process and hence it is a difficult task to formulate policies for its' improvement. An effective reading time allocation is particularly important for the improvement of early grade reading. DeStefano (2012) illustrated that with all things being equal, students who spend more class time on a learning task perform better than students who spend less time.

It has been seen that children come to school with little to no reading skills in the language of instruction, which puts them at a further disadvantage. Students who do not achieve a certain level of reading by the end of grade 1 tend to fall behind in all other areas of cognitive development (Stanovich, 1986).

This study would explore the reading instruction time policy initiative and discuss how it developed and ensured in the early grades classes in Pakistan. This is a mixed-methods approach study that combines both qualitative and quantitative data. The study showed elements that contributed to improve early grades reading skills, especially help the number of students’ zero scores decreased in reading tasks and support the education departments to achieve the performance standards.


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Author Biography

Atique ur Rehman, Programme Monitoring and Implementation Unit, Department of School Education, Government of the Punjab, World Bank-funded Punjab Human Capital Investment Project, Lahore, Pakistan

Education Management Specialist that worked with different donor organizations. Currently working as an ECE Curriculum Specialist with World Bank funded project at PMIU - Govt of Punjab. He has graduated from AKU-IED Pakistan, in Education Leadership and Management. He has also achieved the Australian Endeavor Executive Education Fellowship award and serves as visiting faculty at Monash University Australia. He served in Pakistan and Afghanistan as an educationist and developed numbers of projects, policies and strategic plans for Public Schools, Colleges, and Universities.

The further research work on “Doing democracy in Education” is on-going projects that will be published soon.


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